This book explores the themes of colonial encounters and postcolonial contests over identity, power and culture through the prism of theatre. The struggles it describes unfolded in two cultural settings separated by geography, but bound by history in a common web of colonial relations spun by the imperatives of European modernity. In post-imperial England, as in its former colony Nigeria, the colonial experience not only hybridized the process of national self-definition, but also provided dramatists with the language, imagery and frame of reference to narrate the dynamics of internal wars over culture and national destiny happening within their own societies. The author examines the works of prominent twentieth-century Nigerian and English dramatists such as Wole Soyinka, Femi Osofisan, Davd Edgar and Caryl Churchill to argue that dramaturgies of resistance in the contexts of both Nigerian as well as its imperial inventor England, shared a common allegiance to what he describes as postcolonial desires. That is, the aspiration to overcome the legacies of colonialism by imagining alternative universes anchored in democratic cultural pluralism. The plays and their histories serve as filters through which Ampka illustrates the operation of what he calls 'overlapping modernities' and reconfigures the notions of power and representation, citizenship and subjectivity, colonial and anticolonial nationalisms and postcoloniality. The dramatic works studied in this book embodied a version of postcolonial aspirations that the author conceptualises as transcending temporal locations to encompass varied moments of consciousness for progressive change, whether they happened during the hey day of English imperialism in early twentieth-century Nigeria, or in response to the exclusionary politics of the Conservative Party in Thatcherite England. Theatre and Postcolonial Desires will be essential reading for students and researchers in the areas of drama, postcolonial and cultural studies.

Analyzes not just Müller's texts but also the theatrical events that emerged from them, showing that from the beginning of his career Müller tried to create democracy both within and outside the theater.

Musa runs from death but not far enough from its canny sting. His heart of stone is so cold that his suicide mission radar stringently points at a large gathering of his family and friends. Kaka Patu his grandmother and Amina his fiancee are unavoidably absent but Kaka Vero and Gladys are unlucky. Musa is apprehended and his death becomes inevitable, either subtle or hard. Yerima brings this ugly social reality to stage in Heart of Stone to unveil the depth of man's heart of darkness and the visceral vicissitudes of scripture misinterpretation and misappropriation.

Ahmed Yerima's play celebrates the phenomenon of twins among the Yoruba people. Orisa Ibeji is also about man's fear of death and love of life; destiny and reincarnation; and the place of the gods in human affairs. Yerima employs simple and beautiful language, dynamic characters and deft skill to navigate the labyrinth that is Orisa Ibeji

For many years, the fields of citizenship education and participatory democracy have often operated independently from each other. During the last decade, the Transformative Learning Centre of the University of Toronto has nurtured multiple spaces for an interdisciplinary dialogue among scholars, practitioners and students from these two fields. One of those spaces was the Second International Conference on Citizenship Learning and Participatory Democracy, where close to 300 participants from all over the world shared ideas in more than 150 sessions, including discussions, round-tables, workshops and keynote addresses. This volume brings together a selected collection from the many papers submitted to the conference. Learning Citizenship by Practicing Democracy: International Initiatives and Perspectives includes an introductory essay, 18 chapters and a postscript, and is organized in three sections: I. Learning democracy in educational institutions II. Learning democracy in communities III. Learning democracy in participatory budgeting The articles in this book represent a variety of perspectives (as the authors come from different geographical and disciplinary locations), but they all share a commitment to improvements in theory, research and practice in the worldwide movement for deepening democracy and for an emancipatory citizenship education.