This book explores the concept and vocabulary of postdramatic theatre from a pedagogical
perspective. It identifies some of the major anxieties and paradoxes generated by teaching
postdramatic theatre through practice with reference to the aesthetic cultural and
institutional pressures that shape teaching practices. It also presents a series of case
studies that identify the pedagogical fault lines that expose the power-relations inherent in
teaching (with a focus on the higher education sector as opposed to actor training
institutions). It uses auto-ethnography performance analysis and critical theory to assist
university teachers involved in directing theatre productions to deepen their understanding of
the concept of postdramatic theatre.
