Volume 9

• Selina Busby, The Royal Central School of Speech and Drama, UK

• Norifumi Hida, Professional College of Arts and Tourism, Japan

• Kelly Freebody, The University of Sydney, Australia

• Byoung-joo Kim, Seoul National University of Education, South Korea

• David Montgomery, New York University, USA

• Ross Prior, University of Wolverhampton, UK

• Daphnie Sicre, Loyola Marymount University, USA

• Tammie Swopes, New York University, USA

• James Webb, Bronx Community College, USA

• Gustave Weltsek, Indiana University Bloomington, USA

ISSN: 1552-5236

Having recently concluded another thought-provoking dialogue at the 2022 NYU Forum on Radical Imagining: Exploring Equity in Educational Theatre, Volume Issue 2 focuses on articles under that same heading. We invited contributors to join us in an exploration of the concepts of equity, diversity, inclusion, access, and justice (EDIAJ), investigating how these notions intersect, inform, and collide with theatre in community and educational spaces. We invited members of the Educational Theatre field to submit works that would share ideas, vocabularies, strategies, and techniques, centering on varying definitions and practices. This call for papers was released in conjunction with the release of ArtsPraxis Volume 9, Issue 1.

The submission deadline for Volume 9, Issue 2 was September 15, 2022.

Submissions fell under the category of Radical Imagining: Exploring Equity in Educational Theatre

Call for Papers:

Papers were to be no longer than 4,000 words, must be accompanied by a 200 word abstract and 100 word biographies for the author(s), and conform to APA style manual.

Key questions to be addressed in the issue included:

• How does the discipline of educational theatre hold space for collective visioning and radical imagining?

• Where do you see educational theater serving as a tool for change, advocacy, and praxis?

• How does your identity intersect with the identities of the folks and communities with whom you collaborate?

• How are we currently defining equity, diversity, inclusion, access, and justice?

• How are we challenging white supremacy culture in our theater making and artistry?

• What patterns and trends in equity, diversity, inclusion, access, and justice research are you noticing and how might these strengthen your storytelling?

We encouraged article submissions from interdisciplinary artists, educators, and scholars engaged in work associated with these topics. Our goal was to motivate a dialogue among a wide variety of practitioners and researchers that would enrich the development of educational theatre in the coming years.

Reviewing Procedures:

Each article was sent to two peer reviewers. They provided advice on the following:

• Whether the article should be published with no revisions/with revisions.

• The contribution the article makes to the arts community.

• Specific recommendations to the author about improving the article.

• Other publishing outlets if the article is considered unacceptable.

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