Our systems are now restored following recent technical disruption, and we’re working hard to catch up on publishing. We apologise for the inconvenience caused. Find out more

Recommended product

Popular links

Popular links


English Play Development under Neoliberalism, 2000–2022

English Play Development under Neoliberalism, 2000–2022

English Play Development under Neoliberalism, 2000–2022

Lucy Tyler, University of Reading
April 2025
Available
Paperback
9781009411189

    English Play Development under Neoliberalism, 2000–2022 is the first study of the institutionalising of English play development practices in the twenty-first century. It identifies the ways in which support for playwrights and text development increased beneficially during the 1990s and 2000s. It assesses bureaucratic institutional dynamics in key English producing houses as they were surveyed by two reports in 2009, and how these were experienced and transformed in the 2010s. The Element identifies in new play development innovations in the commodification and marketisation of new writing, the bureaucratisation of literary management, the structuring and restructuring of dramaturgy according to Fordist, then post-Fordist, conditions, and the necessity for commissioned artists to operate as neoliberal subjects. It concludes with attention to a liberatory horizon for play development in the English context. This title is also available as Open Access on Cambridge Core.

    Product details

    April 2025
    Paperback
    9781009411189
    78 pages
    229 × 152 × 4 mm
    0.13kg
    Available

    Table of Contents

    • 1. Introduction: institutionalising English play development
    • 2. Policing literary management in the 2000s
    • 3. Dramaturgy factories in key English theatres in the 2010s
    • 4. 'You say you suffer from a gentle schizophrenia': artistic subjectivity inside English play development in the 2010s
    • 5. Conclusion: dreaming or drowning? English play development today
    • References.
      Author
    • Lucy Tyler , University of Reading