ABSTRACT
The chapters in this section represent just some of the developments and current practices in TIE or TIE-related work across the world. This is not a comprehensive coverage-among the many other countries that could have been represented are Eire, Finland, Poland, Tanzania, Kenya and the Philippines, to name only a few; nor does it represent all the main types of work to be seen. Rather it is an attempt to illustrate the range of that work and some of the ways it has emerged from and been influenced by the particular circumstances in which it takes place. Some countries (such as Australia) have clearly taken the British TIE model as their main starting point, with several British personnel having played pioneering roles; others have evolved similar models influenced at least as much by other developments in education and theatre. In all these countries however the work is evolving in its own way, and I have allowed contributors a fairly wide brief in how they describe it. While some have endeavoured to offer a broad overview of TIE work in their country, others have been more selective and have attempted to illustrate approaches through case-studies of recently presented programmes. Others again have chosen to highlight some of the particular problems or challenges, practical and/or theoretical, that are currently being faced. Thus the style, approach and emphases vary from chapter to chapter and country to country.
