Performing Disability Histories


The methodology builds on well-established Theatre-in-Education (TIE) techniques, which provide a firm but flexible foundation for the engagement of pupils and teachers with the stimulus materials, through a three-stage process:

A TIE company typically provides guidance material for stages 1 and 3 and visits the school for stage 2.

This shall be augmented in five ways:

Impact on Schools and Learning

The project is designed to produce and document important methodological lessons that can be used to develop curriculum materials in the short, medium and long term. These curriculum materials will support a critical pedagogy, and the National Curriculum’s aims to promote ‘Equalities, diversity and inclusion’ and ‘Community cohesion’. Likely points for delivery are (a) Enrichment Activity (Years 7-11; usually done as half-year half-days); (b) Personal, Social and Health Education (Years 7-11).

The work will develop in collaboration with key stakeholders including disabled performers and activists. This is important to meet a key aim of the project which is to recognise disabled people as social actors with the ability ‘speak for themselves’. Further, by employing disabled performers to engage with school children, the project aims to contribute to the development of positive relationships between disabled and non-disabled children and young people.

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