Over the last thirty years post-dramatic devised performance practices have increasingly been taught within Higher Education Institutions. Indeed as Heddon and Milling have stated in their influential book 'Devising Performance: A Critical History' this "initially provocative challenging questioning work is formally embedded in the syllabi of teaching institutions in the UK as both process and product" (2006: 218). Whilst Heddon and Milling do not directly implicate the potential loss of what they term postmodern performances critical agenda with its prevalence within Higher Education contexts there are traces of an underlying anxiety that this practice is in danger of becoming a standardised set of devices that may have lost its bite. Whilst this project does not set out to test the validity of this anxiety their concerns have been a factor in beginning to trace how post-dramatic devised performance is taught in Higher Education.
