Exploring how educators and institutions might embrace the STEAM turn to ensure that theatre and performance can be instrumental to the neoliberal university, without being instrumentalized by it, this volume showcases alternative models for teaching and learning in theatre and performance in a neoliberal age.
Originally a special issue of Research in Drama Education, this volume foregrounds the above ideas in six principal articles, and provides a range of potential models for change in twelve case study discussions. Detailing a variety of ‘best practices’ in theatre and performance education, contributors demonstrate how postsecondary educators around the world have recentred drama and performance by collaborating with STEM-side faculty, using theatre principles to frame and support interdisciplinary learning, and working toward important applications beyond the classroom. Arguing that the neoliberal university needs theatre and performance more than ever, this valuable collection emphasizes the critical contribution which these subjects continue to make to the development of students, staff, and institutions.
This book will be of particular interest to students, researchers, and librarians in the fields of Theatre Studies, Performance Studies, Applied Theatre, Drama in Education, and Holistic Education.
Table of Contents
Introduction: "Theatre & Performance, Crisis & Survival"
SECTION ONE: Face the Steamroller - Essays
- "Power and privilege in neoliberal perspective: the Laboratory for global performance and politics at Georgetown university"
- "Theatre training and performance practice in neoliberal Zimbabwean universities: survival strategies and frustrations"
- "Television as theatre text in the austere academy: a curricular exploration"
- "Faces between numbers: re-imagining theatre and performance as instruments of critical data studies within a liberal arts education"
- "Towards a concept of inefficiency in performance and dialogue practice"
- "Masihambisane [Let’s walk]: walking the city as an interdisciplinary pedagogical experiment in Durban, South Africa"
- "Living the interdiscipline: conceiving, developing, managing, and learning from a large-scale, multidisciplinary, scenario-based project supporting police de-escalation training in Ontario"
- "Hul’q’umi’num’ language heroes: a successful collaboration between Elders, community organisations, and Canadian West Coast universities"
- "Celebratory theatre: a response to neoliberalism in the arts"
- "The performative foreign language classroom as a site of creative disruption"
- "Reimagining applied practices: a case study on the potential partnership between applied practices and education for sustainable development"
- "Exacting collaboration: performance as pedagogy in interdisciplinary contexts"
- "Working at the margins: theatre, social science and radical political engagement"
- "Devilish deals: art, research, and activism with/in the institution"
- "The Verbatim Formula: caring for care leavers in the neoliberal university"
- "Emancipated spectators in the theatre history classroom"
- "Surviving, but not thriving: the politics of care and the experience of motherhood in academia"
- "Writing wrongs: disruptive feminist teaching within the (anxious) ivory tower"
- "Tactics: practical and imagined"
Richard C. Windeyer
Miranda Young-Jahangeer and Bridget Horner
SECTION TWO: Trust the Work – Case Studies
Natalie Alvarez, interviewed by Kim Solga
Yasmine Kandil and Hannah te Bokkel
Alex Cahill and Paul Warwick
Zachary A. Dorsey
Julia Gray and Pia Kontos
Maggie Inchley, Sadhvi Dar, Susmita Pujara and Sylvan Baker
Katharine Low and Diana Damian Martin
Afterword: A Care Manifesto
Diana Damian Martin, Sharon Green, Clara Nizard, Theron Schmidt, Max Schulman and Kim Solga
Kim Solga is Professor of English and Writing Studies at Western University, Canada.