Reports the "Action Tract Project" (where a group of children with severe learning difficulties from a special school and a group of mainstream children from a neighboring high school in the South West of England) worked intensively together to produce a show "Together Again," which was performed for an invited audience. Concludes that…

Shares results from five interpretive studies that examined young children's writing in response to process drama. Focuses on composing in role and complexity of stance. Suggests that writing in response to drama can provide insights into the complexities of children's literacy processes by explicitly revealing the connections between children's…

Explores a key concept in drama education, that of trust. Aims to demystify the practice of trust in relation to drama education. Challenges the history of liberal thought, which regarded all sentiments as equally morally trustworthy. Argues that trust is dependent on context and is continually negotiated and re-negotiated in action, as a…

Argues that the hard work of previous years has created advanced circumstances for further development in the provision of preschool and primary theatre education in Greece. Describes the Odyssebah program; makes reference to what could be gained from this experience for future use; and presents an agenda for the future of theatre education in…

Discusses the term Theatre for Development (TFD) by addressing the theatre practice developed by a group of women in Mundemba Sub-Division, Cameroon, which was presented in Anne Tanyi-Tang's article "Theatre for Change: An Analysis of Two Performances by Women in Mundemba Sub-Division" in an earlier issue of this journal. Considers theatre as…

Considers the development of theatre programmes within war or conflict affected regions. Discusses how the practical and theoretical dilemmas, which are always apparent in applied or community theatre projects, are heightened by the dynamics of these violent situations. Touches on a few of these concerns in relation to the author's work within the…

Describes the status of drama education in Australian tertiary schools. Suggests that drama and other arts educators are nobody's core business--either in the curriculum or the organizational structure of tertiary schools. Concludes that drama is fairly healthy in higher education in Australia. (SG)

Considers how the Nigerian theatre scene has been dominated by the necessity of practicing theatre that is of direct relevance to its audience in terms of acceptability and functionality. Notes that the "Tandari" experiences were intended to contribute to the reformation process of young people in prison. Documents the process, findings and…

Addresses the role that artists might have in the process of preparing teachers of drama in the United Kingdom. Suggests that initial teacher education has a role to play in this process and draws upon a small-scale research project, which proposes a conscious engagement of particular kinds of artistic practice in Initial Teacher Training. (SG)

Considers how the gap between theory and practice or research knowledge and practical knowledge provides a barrier for student teachers to make full use of the possibility of learning about teaching behavior at teacher training colleges. Develops a theoretical basis for the use of drama in teacher training based upon Keith Johnstone's theory of…

Argues that Theatre for Development in Bangladesh practiced by Non-Governmental Organizations, which is almost entirely funded by international donor organizations, serves globalization in the name of poverty alleviation. Concludes by advocating for the necessity of exploring alternatives by which indigenous theatre performers may access directly…

Describes the process of developing an anti-racism project with South Sydney Youth Services (SSYS) as part of the author's work as an English/ESL/Drama teacher. Discusses how the Anti-Racism Radio Show developed its own self-organizing system through the workshop process. Allows the participants to become more aware of their "ecology of culture."…

Notes a response to any discussion of trust is itself in danger of repeating the very problems that Helen Nicholson raises in her article "The Politics of Trust: Drama Education and the Ethics of Care" (2002). Agrees in part with the elaborations of her thesis, but admits to some serious hesitation regarding any discussion of trust as a guiding…

Offers a view of Drama Education in Higher Education in Canada. Presents the reply in letter form. Discusses the complexity of the Canadian governmental and educational scene. (SG)

Considers how Sally Mackey's deconstruction of landscape and memory in "Drama, Landscape and Memory: To Be Is To Be in Place" is a fascinating approach to potent tessellations of place, space, performance and identity and is certainly a welcome exploration of such ideas within an educational context. (SG)