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ABSTRACT
This essay considers the role that local control, poverty, access and policy play in providing drama/theatre education opportunities to students in the US. It examines how state and federal initiatives shape and determine the curriculum. While there are studies that suggest robust theatre education in the US, these findings are complicated when poverty statistics are superimposed upon them revealing inequitable access to theatre curricula. Additionally, race and class influence one's access to in-school theatre curricula. Beyond simply a skills-based definition, maintaining a broad understanding of theatre determines how teachers can impact curricula through adaptation and student-centred practices.
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Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributors
Dr Peter Duffy heads the University of South Carolina's Master of Arts in Teaching programme in theatre education. He teaches courses on applied theatre and drama-based pedagogies. His research includes cognition and the arts, culturally responsive pedagogies and performed research. He serves as the Director of Research for IDEA.