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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.
List of contents
Acknowledgements
Introduction: "Theatre & Performance, Crisis & Survival"
Kim Solga
SECTION ONE: Face the Steamroller - Essays
- "Power and privilege in neoliberal perspective: the Laboratory for global performance and politics at Georgetown university"
Asif Majid
- "Theatre training and performance practice in neoliberal Zimbabwean universities: survival strategies and frustrations"
Nkululeko Sibanda
- "Television as theatre text in the austere academy: a curricular exploration"
Hillary Miller
- "Faces between numbers: re-imagining theatre and performance as instruments of critical data studies within a liberal arts education"
Richard C. Windeyer
- "Towards a concept of inefficiency in performance and dialogue practice"
Linda Taylor
- "Masihambisane [Let’s walk]: walking the city as an interdisciplinary pedagogical experiment in Durban, South Africa"
Miranda Young-Jahangeer and Bridget Horner
SECTION TWO: Trust the Work – Case Studies
- "Living the interdiscipline: conceiving, developing, managing, and learning from a large-scale, multidisciplinary, scenario-based project supporting police de-escalation training in Ontario"
Natalie Alvarez, interviewed by Kim Solga
- "Hul’q’umi’num’ language heroes: a successful collaboration between Elders, community organisations, and Canadian West Coast universities"
Kirsten Sadeghi-Yekta
- "Celebratory theatre: a response to neoliberalism in the arts"
Yasmine Kandil and Hannah te Bokkel
- "The performative foreign language classroom as a site of creative disruption"
Anna Santucci
- "Reimagining applied practices: a case study on the potential partnership between applied practices and education for sustainable development"
Alex Cahill and Paul Warwick
- "Exacting collaboration: performance as pedagogy in interdisciplinary contexts"
Zachary A. Dorsey
- "Working at the margins: theatre, social science and radical political engagement"
Julia Gray and Pia Kontos
- "Devilish deals: art, research, and activism with/in the institution"
Oona Hatton
- "The Verbatim Formula: caring for care leavers in the neoliberal university"
Maggie Inchley, Sadhvi Dar, Susmita Pujara and Sylvan Baker
- "Emancipated spectators in the theatre history classroom"
Susanne Shawyer
- "Surviving, but not thriving: the politics of care and the experience of motherhood in academia"
Katharine Low and Diana Damian Martin
- "Writing wrongs: disruptive feminist teaching within the (anxious) ivory tower"
Jayme Kilburn
Afterword: A Care Manifesto
- "Tactics: practical and imagined"
Diana Damian Martin, Sharon Green, Clara Nizard, Theron Schmidt, Max Schulman and Kim Solga
About the author
Kim Solga is Professor of English and Writing Studies at Western University, Canada.
Summary
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.
