ABSTRACT
This chapter considers the facilitation of the acting student with dyslexia within the wider context of accepted pedagogical practices in actor training. Questioning the often unexamined repetition of teaching methods and epistemologies prevalent in the field, it highlights the problems presented by a lack of educational theory, research, critical reflection, and literature underlying teacher practices and knowledge bases, especially in the support of acting students with specific learning differences and dyslexia. Posing questions about the educational values and desired goals of those who teach acting students in higher education, the author calls for an emancipatory, humanist philosophy of teaching where the individual’s needs and abilities (especially those with specific learning difficulties, such as dyslexia) are nurtured towards an achievement of self-efficacy and actualization.
