1st Edition
On Access in Applied Theatre and Drama Education
Introduction
Colette Conroy, Adelina Ong and Dirk Rodricks
1. ‘Talking back, talking out, talking otherwise’: dementia, access and autobiographical performance
Janet Louise Gibson
2. Streets, bridges, cul-de-sacs, and dreams: does inviting shelter dwelling youth to work with culture industry professionals engender a sense of ‘cruel optimism’?
Selina Busby
3. Homegrown censored voices and the discursive British Muslim representation
Roaa Ali
4. Access through the shadows: lessons from applied performance practice research at the borderlands
Dirk J. Rodricks
5. Enhancing relaxed performance: evaluating the Autism Arts Festival
Ben Fletcher-Watson and Shaun May
6. Creating welcoming spaces in the city: exploring the theory and practice of ‘hospitality’ in two regional theatres
Rachel Turner-King
7. Invited hauntings in site-specific performance and poetry: The Asylum Project
Petra Kuppers
8. Interrogating wholeness through access aesthetics: Kaite O’Reilly’s In Water I’m Weightless
Nina Muehlemann
9. The limits of access: the messy temporalities of hope and the negotiation of place
Adelina Ong
Biography
Colette Conroy is an Associate Dean at the University of Hull, UK. She was a theatre director before becoming an academic. She is the author of Theatre & The Body (2010), and has published work on disability culture, performance, and sport in journals and books. She is the Joint Editor of the journal RiDE: The Journal of Applied Theatre and Performance and is co-editing a collection of essays about the philosopher Jacques Rancière.
Adelina Ong completed her PhD at the Royal Central School of Speech and Drama, UK. Her thesis proposed a theory for compassionately negotiated living inspired by parkour, art du déplacement, breakin’ (breakdancing), and graffiti. Her research focuses on young people from low-income families who struggle with mental wellbeing.
Dirk J. Rodricks is a PhD Candidate at the Ontario Institute for Studies in Education (OISE) at the University of Toronto, Canada. Committed to learning across difference through critical, creative, anti-racist, and de/colonial pedagogies, his research interests include multiply-marginalized young adult identity formations in transnational contexts, inter-generational ethno-racial and queer inheritances, and de/colonizing qualitative methodologies.
