Published online by Cambridge University Press: 15 January 2009
Postgraduate programmes in performance studies are playing an increasingly important role within drama departments in the British university sector, and require that both staff and students confront with greater rigour than at undergraduate level the relationship between theory and practice – more precisely, how that theoretical relationship should and can be related to practical aspects of the programme. Taking her own cue from bedside-reading ranging from Foucault to the latest titles from Routledge to the influential article on ‘Geographies of Learning’ contributed to Theatre Journal in 1993 by Jill Dolan, Susan Melrose here debates the dilemma, and in particular the problems posed to actors by challenging their approach to their work at precisely the moments when they may most need to fall back on old strategies and securities. Susan Melrose recently took up the post of Head of Graduate Studies and Research Development at Rose Bruford College, London. She presented an earlier draft of this article at the SCUDD Conference at the University of Glasgow in March 1998, which was concerned with issues relating to the teaching of theatre and drama studies in the university.