The relationship between the Catholic Church and theatre has a long and complicated history. This collection of fourteen critical essays seeks to demystify the ties--both practical and ideological--that have long bound Catholicism to theatrical production. This volume offers insights into medieval theatre, Jesuit drama, ballet and opera, modern stagings of medieval liturgical drama, Lorca and Lope de Vega as Catholic playwrights, Italian Catholic women's drama, Catholic play-wrighting and acting, and the unique challenges of teaching theatre in Catholic universities.

Analysing a period of 'hidden history', this book tracks the fate of the English Jesuits and their educational work through three major international crises of the eighteenth century: · the Lavalette affair, a major financial scandal, not of their making, which annihilated the Society of Jesus in France and led to the forced flight of exiled English Jesuits and their students from France to the Austrian Netherlands in 1762; · the universal suppression of the Jesuit order in 1773 and the English Jesuits' remarkable survival of that event, following a second forced flight to the safety of the Principality of Liège; · the French Revolution and their narrow escape from annihilation in Liège in 1794, resulting in a third forced flight with their students, this time to England. Despite repeated crises, huge adversity and multiple losses of personnel, property and educational goods, including significant libraries, the suppressed English Jesuits reconfigured themselves. Modernising their curriculum, they influenced the development of Jesuit education not only in the United Kingdom, but also in the nascent United States of America: in 1789, their influence contributed to the founding of Georgetown Academy, which later developed into the present-day Georgetown University in Washington, DC. English Jesuit Education is a unique story of educational survival and development against seemingly impossible odds, drawing on hitherto largely unexplored material in a wide range of archives.

From Rome to Zurich, between Ignatius and Vermigli brings notable scholars from the fields of Reformation and Early Modern studies to honor their friend, mentor, and colleague, John Patrick Donnelly with essays commensurate with his own broad interests and scholarship. Touching Protestant scholasticism, Reformation era life writing, Reformation polemics – both Protestant and Catholic – and with several on theology proper, inter alia, the essays collected here by a group of international scholars break new ground in Reformation history, thought, and theology, providing fresh insights into current scholarship in both Reformation and Catholic Reformation studies. The essays take in the broad scope of the 16th century, from Thomas More to Martin Bucer, and from Thomas Stapleton to Peter Martyr Vermigli. Contributors include: Emidio Campi, Maryanne Cline Horowitz, A. Lynn Martin, Thomas McCoog, SJ, Joseph McLelland, Richard A. Muller, Eric Parker, Robert Scully, SJ, and Jason Zuidema

This volume of essays contributes to our understanding of the ways in which the Jesuits employed emotions to “change hearts”—that is, convert or reform—both in Europe and in the overseas missions.

Key Concepts in Theatre Drama Education provides the first comprehensive survey of contemporary research trends in theatre/drama education. It is an intriguing rainbow of thought, celebrating a journey across three fields of scholarship: theatre, education and modes of knowing. Hitherto no other collection of key concepts has been published in theatre /drama education. Fifty seven entries, written by sixty scholars from across the world aim to convey the zeitgeist of the field. The book’s key innovation lies in its method of writing, through collaborative networking, an open peer-review process, and meaning-making involving all contributors. Within the framework of key-concept entries, readers will find valuable judgments and the viewpoints of researchers from North and South America, Europe, Asia, Africa, New Zealand and Australia. The volume clearly shows that drama/theatre educators and researchers have created a language, with its own grammar and lucid syntax. The concepts outlined convey the current knowledge of scholars, highlighting what they consider significant. Entries cover interdependent topics on teaching and learning, aesthetics and ethics, curricula and history, culture and community, various populations and their needs, theatre for young people, digital technology, narrative and pedagogy, research methods, Shakespeare and Brecht, other various modes of theatre and the education of theatre teachers. It aims to serve as the standard reference book for theatre/drama education researchers, policymakers, practitioners and students around the world. A basic companion for researchers, students, and teachers, this sourcebook outlines the key concepts that make the field prominent in the sphere of Arts Education.