Abstract
This article applies the anti-hegemonic principles and practices of alternative pedagogy that originated in the work of Paulo Freire, as developed by the Pedagogies Working Group of the Centre for Cultural Studies/Centre d'études sur la culture at the University of Guelph, to the teaching of Drama and Theatre at the post-secondary level in Canada. After outlining an MA curricular plan in Cultural Studies and the syllabus for a course on Collaborative Case Studies Methodologies, it develops principles, practices, a curricular outline, and a model syllabus for a proposed senior undergraduate course revolving around the site-specific planning, mounting, and reflecting upon a theatrical production as a full-year course in a Canadian university setting.
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