scholarly journals Tattered Theatres: Fleeting Performances in Concentrationary Theatre

2020 ◽  
Vol 35 (1) ◽  
pp. 63-70
Author(s):  
Dana Monah

This paper explores the presence of dramatic fiction in plays dealing with imprisonment within the Nazi and Communist concentrationary systems. Whether we talk about performances belonging to the pre-concentrationary past, which ghost the prison or camp world, about plays that the prisoners tell in secret to their fellow inmates, or about embedded performances, all these spectacular forms are structured by the idea of absence (of the text, of the actor), and are to be seen as instrumental in getting away from the concentrationary experience and at the same time bearing witness to it. We will consider these embedded theatrical forms (which are based on repertoire plays or attempt to dramatize (pre)concentrationary realities) as devices meant to articulate trauma. We will analyse the dramatic strategies enabling dramatists to foreground an oblique approach to the concentrationary experience. 

2007 ◽  
Author(s):  
Thomas P. Doyle ◽  
Bruce Shapiro ◽  
Kristin Lombardi ◽  
Daniel Zwerdling
Keyword(s):  

2004 ◽  
Vol 30 (3) ◽  
pp. 584
Author(s):  
Hansen
Keyword(s):  

Humanities ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 90
Author(s):  
Dolores Herrero ◽  
Pilar Royo-Grasa

The main aim of this Special Issue is to expose how a variety of contemporary Australian dystopias delve into a number of worrying global issues, thus making it clear that our contemporary world is already corroborating and bearing witness to a number of futuristic nightmares [...]


Schools ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 24-32
Author(s):  
Iracema Hromnik
Keyword(s):  

2021 ◽  
pp. 147821032110016
Author(s):  
Daniel Ford ◽  
Sean Blenkinsop

This paper takes the academically unorthodox form of personal correspondence. This method, of letters between two educators writing to one another across the distance of two continents and different experiences, seeks to create an inclusive, confessional tone, one that invites the reader to get closer to the lived experience of those struggling within the educational and environmental crises. Critically, this correspondence also seeks to open discussion about the difficult demands of state secondary and tertiary education. The authors explore issues regarding their denuded experiences of working in formal education settings while bearing witness to environmental degradation and ecological collapse. In light of their exploration, the authors argue for an ‘agrios’, a wilder, more expansive polis, coupled with more ecologically-inclusive governance, to address the current potentially catastrophic political leadership that has seemingly turned away from ecological responsibility. This paper culminates in direct letters that focus on a series of practical proposals for action and on four premises for developing agriocy – the policy that supports the agrios/agriocity.


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