ABSTRACT
This chapter explores how Drama in Education (DiE) workshops can be reconceptualised as postdramatic performance events of autopoietic feedback loops to offer a reimagination of metaxis, a concept central to DiE practice and research. This chapter suggests that enriching the traditional DiE tenets with a postdramatic perspective on theatre-making can fruitfully inform a complementary angle on DiE theory. Such an expanded theoretical framework can offer emerging guidelines and compelling provocations for future practice and research by furthering our understanding of how DiE may catalyse learning experiences that foster critical thinking and critical empathy in the complex and often contradictory hyper-technological world of the twenty-first century.
