ORCID

Abstract

This case study tells the story of two educators at the University of Plymouth (United Kingdom) who reconsidered the fundamental purpose of their curriculum in light of the United Nations Sustainable Development agenda. This resulted in the development of a new community-engaged applied practice module during the final year of the Theatre and Performance degree. Reflection on their innovation process reveals that students engaged in their community benefit from making direct links in the curricula to locally-relevant sustainable development goals. However, it also highlights the interplay of other external forces influencing curriculum design, such as notions of teaching excellence becoming increasingly framed by student employability outcomes. Finding the means to hold these different agendas symbiotically is presented as key to survival within such an educational context.

DOI

10.1080/13569783.2019.1604127

Publication Date

2019-02-04

Publication Title

Research in Drama Education: The Journal of Applied Theatre and Performance

ISSN

1356-9783

Embargo Period

2021-01-06

Organisational Unit

School of Art, Design and Architecture

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