Diane Conrad – författare

Why are educators and their profession the focus of so much film and theatre? Diane Conrad and Monica Prendergast bring together scholars and practitioners in education, examining dramatic portrayals of teachers and teaching to answer this very question. Films such as Freedom Writers, Bad Teacher and School of Rock, to name a few, intentionally or inadvertently comment on education and influence the opinions and, ultimately, the experiences of anyone who has taught or been taught. The chapters gathered in this collection critique the Hollywood ''good teacher'' repertoire, delve into satiric parodies and alternative representations and explore issues through analyses of independent and popular films and plays from around the world. By examining teacher-student relationships, institutional cultures, societal influences and much more, Teachers and Teaching on Stage and on Screen addresses these media’s varied fascinations with the educator like no collection before it.

Why are educators and their profession the focus of so much film and theatre? Diane Conrad and Monica Prendergast bring together scholars and practitioners in education, examining dramatic portrayals of teachers and teaching to answer this very question. Films such as Freedom Writers, Bad Teacher and School of Rock, to name a few, intentionally or inadvertently comment on education and influence the opinions and, ultimately, the experiences of anyone who has taught or been taught. The chapters gathered in this collection critique the Hollywood ''good teacher'' repertoire, delve into satiric parodies and alternative representations and explore issues through analyses of independent and popular films and plays from around the world. By examining teacher-student relationships, institutional cultures, societal influences and much more, Teachers and Teaching on Stage and on Screen addresses these media’s varied fascinations with the educator like no collection before it.

This book draws on over twenty years scholarship from Diane Conrad''s academic career in applied theatre research with systemically marginalized youth. It draws on applied theatre research conducted with youth in three specific contexts: in alternative high schools, in a youth jail and with street-involved youth. By drawing on examples from several projects, highlighting youths’ voices and youths’ creations, the book offers an introduction to the researcher and theoretical considerations for the research, suggests practical strategies for engaging with this youth population, describes the applied theatre process developed. It addresses specific considerations for working with incarcerated youth and with Indigenous youth, and explores the potential demonstrated for youth empowerment through applied theatre, some ethical considerations in conducting such work and the role of applied theatre in social change. The book may be of interest to applied theatre researchers, instructors, practitioners and students, and to drama teachers and youth workers.