Introduction

This proposed intervention aims to foster inclusive practices regarding gender, sexual orientation, race, faith (or lack thereof), and disability within all years’ cohorts of the BA Acting and Performance and PhD candidates in Transnational Voices at CCW – UAL. The initiative focuses on decolonising the canon of bibliographic references, ensuring that the curriculum reflects diverse perspectives and experiences.

Objectives

1. Diversify Bibliographic References: Include works from theoreticians, playwrights, and theatre practitioners from underrepresented groups to provide a broader spectrum of voices and narratives.
2. Promote Intersectionality: Ensure that the curriculum addresses the interconnected nature of social categorizations and their impact on individuals’ experiences in the theatre.
3. Foster Inclusivity: Create a learning environment that respects and celebrates diverse identities and experiences, thereby enriching the educational experience for all students.

Strategies

1. Curriculum Review and Development: Conduct a thorough review of current bibliographic references. Identify gaps and include works by diverse authors, an initial (and surely never exhausting) list of key references, such as:
   • Gender and Sexual Orientation: Judith Butler, bell hooks, Rachel Hann and José Esteban Muñoz.
   • Race and Ethnicity: Frantz Fanon, Ngũgĩ wa Thiong’o, Lucy Sheen and Audre Lorde.
   • Faith and Secularism: Leila Ahmed, Amina Wadud, AC Grayling and Charles Taylor.
   • Disability: Petra Kuppers, Rosemarie Garland-Thomson, Robert McCruer and Rustom Bharucha.
2. Workshops and Seminars: Organise workshops and seminars led by diverse theatre practitioners and scholars. These sessions will address topics such as decolonising theatre, intersectionality in performance, and inclusive pedagogical practices.
3. Collaborative Projects: Encourage students to engage in collaborative projects that explore and represent diverse narratives. These projects will be guided by the principles of inclusivity and respect for all identities.
4. Feedback and Evaluation: Implement mechanisms for continuous feedback from students and faculty. Regularly assess the impact of the intervention and make necessary adjustments to ensure its effectiveness.

Expected Outcomes

• Enhanced Curriculum: A more inclusive and representative curriculum that reflects a diverse range of voices and perspectives.
• Empowered Students: Students will gain a deeper understanding of intersectionality and its implications in theatre, leading to more thoughtful and inclusive performances.
• Inclusive Learning Environment: A supportive and respectful environment where all students/researchers feel valued and included.

This intervention seeks to decolonise the canon of bibliographic references, ensuring that students in the BA Acting and Performance and PhD candidates in Transnational Voices at CCW provide an inclusive, intersectional, and enriching educational experience. By embracing diversity, we can foster a more equitable and representative theatre landscape.