E-raamat: Inclusivity and Equality in Performance Training: Teaching and Learning for Neuro and Physical Diversity

"One of the strengths of this book is the way it overcomes stale narratives about dis/ability and how those narratives have protected systems of exclusion and oppression for our students with varying abilities. Each chapter adds to the discourse, but could also be consulted individually, as the reader sees fit. The practical offerings make this book a successful guide to teaching inclusively in the studio, providing the reader with the power and agency to translate the research on the page into actionable revisions to their own classroom environments and teaching styles."

Kevin Kemler, Voice and Speech Review, USA

This most recent 2021 publication draws together a powerfully experienced, pioneering, and representative group of practitioners, not only in this moment of book release, but also spanning over time as this work has progressed, interconnected, and developed. The chapters jointly and urgently progress matters of performance students and professionals being able to get on with having so much to offer and lead on due to their passion and talent for performance training and study. [ ] Overall, I would highly recommend this book.

Beth Loughran, National Drama: Drama Research Volume 14, UK

By including the perspectives of multiple authors across a range of settings, this volume oers diverse voices and viewpoints that come together to form a logical progressive throughline, developing a clear narrative of empowerment and equity. As a publication that advocates for and models inclusive and enabling practice through the illustrative case studies, teachers and student teachers alike will value this edited book as a useful and thought-provoking coherent collection of analytical reections on learning and teaching in the performance studio.

Anna McNamara, Research in Drama Education: The Journal of Applied Theatre and Performance, UK

The book is a useful companion for all those concerned with ensuring that equality underpins pedagogical practice and, in collating case studies that discuss neurodivergent, visionimpaired, and deaf participants, the various authors offer perceptive insights into their work. Importantly Whitfield foregrounds the pedagogical concerns of delivering inclusive education and training rather than the skills or professional knowledge of instructors, something that is largely absent from current scholarship.

James Layton, Performance Research, UK

"This is a timely volume and essential reading for practitioners, educators, and students of acting, drama and performance training. The strategies and approaches discussed have a real potential to effect positive and welcomed change. Moreover, the work has a currency beyond that of the performing professions and would be of value to readers interested in equality, diversity, and inclusion."

Shelley Piasecka, University of Chester, PARtake: The Journal of Performance as Research, UK