Nationalism and Youth in Theatre and Performance explores how children and young people fit into national political theatre and, moreover, how youth enact interrogative, patriotic, and/or antagonistic performances as they develop their own relationship with nationhood. Children are often seen as excluded from public discourse or political action. However, this idea of exclusion is false both because adults place children at the center of political debates (with the rhetoric of future generations) and because children actively insert themselves into public discourse. Whether performing a national anthem for visiting heads of state, creating a school play about a country’s birth, or marching in protest of a change in public policy, young people use theatre and performance as a means of publicly staking a claim in national politics, directly engaging with ideas of nationalism around the world. This collection explores the issues of how children fit into national discourse on international stages. The authors focus on national performances by/for/with youth and examine a wide range of performances from across the globe, from parades and protests to devised and traditional theatre. Nationalism and Youth in Theatre and Performance rethinks how national performance is defined and offers previously unexplored historical and theoretical discussions of political youth performance.

Through an examination of children's and youth plays and performances about the Holocaust from Germany, Israel, and the United States, this book offers an entirely new way of looking at the vital role of youth performance in coping with the legacy of historical tragedy. As the first book-length critical examination of this subject, Holocaust Memory and Youth Performance considers plays that are produced by major theatre companies alongside performances written by young authors and pieces taken from the diaries and memoirs of those who experienced the Holocaust as children or adolescents. While youth-focused plays about the Holocaust have been in the repertories of top professional companies throughout the world for decades and continue to be performed in theatres, schools, and community centers, they are often neglected in concentrated and comparative studies of Holocaust theatre. Erika Hughes fills this gap by examining plays (including The Diary of Anne Frank and Ab heure heißt Du Sara), musicals, performances, scripts, a rock concert, a performance on Instagram, and pedagogically-focused works of applied theatre – a diverse collection of performances for young audiences that tell the stories of young people who experienced the Holocaust. Adopting Hannah Arendt's notion of natality as a powerful framework, this study examines the ways in which youth-theatre performances make a vital contribution to intergenerational witnessing and the collective memory of the Holocaust.

As early as Plato, theorists acknowledged the power of theatre as a way of teaching young minds. Similarly, starting with Plato, philosophers occasionally adopted an anti-theatrical stance, worried by the “dangers” theatre posed to society. The relationships between learning and theatre have never been seen as straightforward, obvious, or without contradictions. This volume investigates the complexity of the intersection of theatre and learning, addressing both the theoretical and practical aspects of it. In three sections—Reflecting, Risking, and Re-imagining—theatre researchers, education scholars, theatre practitioners consider the tensions, frictions and failures that make learning through theatre, in theatre and about theatre interesting, engaging, and challenging. Loosely based on the proceedings from the 20th Festival of Original Theatre (F.O.O.T.), which took place in February 2012 at the University of Toronto, this book contains academic articles and interviews, as well as position, reflection and provocation papers from both established researchers in the field of Applied Theatre, such as Professor Helen Nicholson and Professor Kathleen Gallagher, as well as experienced and emergent scholars in Education, Theatre, Dance and Performance Studies. It also introduces the unorthodox work of the pre-eminent Swedish director and inventor of Babydrama, Suzanne Osten, to the academic audience. Theatre and Learning will be interesting to a wide range of audiences, such as theatre artists and students, theatre researchers and educators, and will be particularly useful for those teaching Theatre Theory and Practice, including Applied Theatre, in higher education.

Jisha Menon's book explores the mimetic relationships between history and political performance and between India and Pakistan.

Since its emergence in the 1920s, Iraqi-Kurdish theatre was used as a tool of national identity building and modernisation. It promoted literacy, education and women's rights and became one of the most visible forms of Kurdish cultural nationalism by exploring folklore, myths, legends and local history and by celebrating heroes of the past. As time went on, by staging anti-feudalist and anti-monarchist plays, theatre became engaged in representing and legitimising the wider political movement in Iraq that ultimately led to the overthrow of the monarchy in 1958. Between 1975-1991, even under strict censorship during the Baath rule, Kurdish theatre continued to promote Kurdish nationalism and resistance through the use of Kurdish folk culture and literature. This book is based on dramatic texts from the period, interviews with Kurdish theatre artists, Kurdish theatre histories, historical documents, and journalistic accounts. It illustrates the ways in which theatre participated in the Kurdish national struggle and how it responded to political changes in different historical periods. It is the first book dedicated to Kurdish theatre and complements the latest research that examines theatre in its wider socio-political context.

This is a comprehensive overview of contemporary European theatre and performance as it enters the third decade of the twenty-first century. It combines critical discussions of key concepts, practitioners, and trends within theatre-making, both in particular countries and across borders, that are shaping European stage practice. With the geography, geopolitics, and cultural politics of Europe more unsettled than at any point in recent memory, this book’s combination of national and thematic coverage offers a balanced understanding of the continent’s theatre and performance cultures. Employing a range of methodologies and critical approaches across its three parts and ninety-four chapters, this book’s first part contains a comprehensive listing of European nations, the second part charts responses to thematic complexes that define current European performance, and the third section gathers a series of case studies that explore the contribution of some of Europe’s foremost theatre makers. Rather than rehearsing rote knowledge, this is a collection of carefully curated, interpretive accounts from an international roster of scholars and practitioners. The Routledge Companion to Contemporary European Theatre and Performance gives undergraduate and graduate students as well as researchers and practitioners an indispensable reference resource that can be used broadly across curricula.

What is Nationalist Terrorism Ultranationalist terrorism is a form of terrorism motivated by ultranationalism. Ultranationalist terrorists seek to form self-determination in some form, which may take the form of gaining greater autonomy, establishing a completely independent sovereign state (separatism), or joining another existing sovereign state with which the nationalists identify (irredentism). Ultranationalist terrorists often oppose what they consider to be occupying, imperial, or otherwise illegitimate powers. How you will benefit (I) Insights, and validations about the following topics: Chapter 1: Nationalist terrorism Chapter 2: The Troubles Chapter 3: Loyalist Volunteer Force Chapter 4: Ulster Volunteer Force Chapter 5: Ulster Defence Association Chapter 6: Red Hand Defenders Chapter 7: Independent International Commission on Decommissioning Chapter 8: Northern Ireland peace process Chapter 9: Armalite and ballot box strategy Chapter 10: Irish Republican Army (II) Answering the public top questions about nationalist terrorism. Who this book is for Professionals, undergraduate and graduate students, enthusiasts, hobbyists, and those who want to go beyond basic knowledge or information for any kind of Nationalist Terrorism.