Abstract
Devising, or in generic terms, playbuilding, in widespread use in classrooms and applied theatre settings, has much to offer democratic pedagogy. Often devising has aspired to build community and create cohesive ensembles but what may these aspirations mask and in what ways might they insist on sameness rather than difference? This is important to consider because if these goals of devising are not made explicit and examined critically, there is the danger that these collectively created projects, however well-intentioned, become vehicles of conformity. If devising, in its efforts to build community demands sameness at the expense of difference, the potential for democratic pedagogy is lost.
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Wessels, A. (2011). Devising as Pedagogy. In: Schonmann, S. (eds) Key Concepts in Theatre/Drama Education. SensePublishers. https://doi.org/10.1007/978-94-6091-332-7_21
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DOI: https://doi.org/10.1007/978-94-6091-332-7_21
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