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This book foregrounds the realm of Contemporary Indian Feminist Theatre in order to explore the inter-relationships between feminist theatrical theory, practice and its historical antecedents. The study focuses on the performance processes, training methods and pedagogical vocabulary used by four Indian women directors: Anamika Haksar, Anuradha Kapur, Kirti Jain and Tripurari Sharma. The book interprets the feminist emphasis on process as extended into actor training and rehearsal dynamics, investigating its innovations as well as limitations, while examining how successful these director-pedagogues were in bringing gendered and radical feminist sensibilities to their work in classroom spaces.
List of contents
Introduction Contemporary Indian Feminist Theatre A New Ethico Aesthetic Paradigm.- Reinscribing Identities.- Feminist Aesthetics And Performance Productions.- Behind The Stage Feminist Methods And Processes Of Making Theatre.- Towards a Feminist Pedagogy and Transformative Learning.- Towards The Creation of Representational Theatre Legacy.
About the author
Indu Jain is an Associate Professor in the Department of English at Janki Devi Memorial College, Delhi University, India. Indu’s research interests include post-colonial theory and literature, feminist theory, and performance studies. Previous publications include several book chapters and articles published in international journals like Theatre Research International and Studies in Theatre and Performance.
Summary
This book foregrounds the realm of Contemporary Indian Feminist Theatre in order to explore the inter-relationships between feminist theatrical theory, practice and its historical antecedents. The study focuses on the performance processes, training methods and pedagogical vocabulary used by four Indian women directors: Anamika Haksar, Anuradha Kapur, Kirti Jain and Tripurari Sharma. The book interprets the feminist emphasis on process as extended into actor training and rehearsal dynamics, investigating its innovations as well as limitations, while examining how successful these director-pedagogues were in bringing gendered and radical feminist sensibilities to their work in classroom spaces.
