ABSTRACT
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
section Section One|125 pages
Face the Steamroller—Essays
chapter 1|21 pages
Power and Privilege in a Neoliberal Perspective
chapter 2|18 pages
Theatre Training and Performance Practice in Neoliberal Zimbabwean Universities
chapter 4|21 pages
Faces Between Numbers
chapter 6|19 pages
Masihambisane [Let’s Walk]
section Section Two|95 pages
Trust the Work—Case Studies
chapter 7|11 pages
Living the Interdiscipline
chapter 8|9 pages
Hul’q’umi’num’ Language Heroes
chapter 11|8 pages
Reimagining Applied Practices
chapter 17|9 pages
Surviving, But Not Thriving
section |11 pages
Afterword