Volume 10

• Amanda Brown, East Carolina University, USA

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

• Manjima Chatterjee, Shiv Nadar School, India

• Durell Cooper, Cultural Innovation Group, USA

• Rivka Eckert, State University of New York at Potsdam, USA

• Rosalind M. Flynn, The Catholic University of America, USA

• Kelly Freebody, The University of Sydney, Australia

• Anna Glarin, York St John University, UK

• Courtney Grile, Savannah College of Art and Design, USA

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

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

• Gillian McNally, University of Northern Colorado, USA

• David Montgomery, New York University, USA

• Ross Prior, University of Wolverhampton, UK

• Amanda Rutter, The University of Texas Permian Basin, USA

• Sara Schroeter, University of Regina, Canada

• Nkululeko Sibanda, University of Pretoria, South Africa

• Daphnie Sicre, Loyola Marymount University, USA

• Tammie Swopes, New York University, USA

• Amanda Wager, Vancouver Island University, Canada

• James Webb, Davidson College, USA

• Gustave Weltsek, Indiana University Bloomington, USA

• Petronilla Whitfield, Arts University Bournemouth, UK

Volume 10, Issue 2  looked to engage members of the global Educational Theatre community in dialogue around current research and practice.  The call for papers was released in conjunction with the release of ArtsPraxis Volume 10, Issue 1. 

The submission deadline for Volume 10, Issue 2 was October 1, 2023.

Submissions fell under the following category:

Collective Visioning: New Areas of Inquiry and Discovery in Educational Theatre

Key questions submissions addressed included:

• What role do drama and theatre play in community spaces?

• What strategies have you found to be useful in catalyzing connection and change?

• What communities have been overlooked in educational theatre practices, and what can teaching artists do to fill those gaps?

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

• What does the new generation of audiences look like, and how can we continuously adapt our practice with updated research and findings?

• How do we nurture young artists? How do we nurture early career teaching artists?

• 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?

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. 

Call for Papers:

Papers were to be no longer than 4,000 words, had to be accompanied by a 200 word abstract and 100 word biographies for the author(s), and conformed to APA style manual. For this issue, articles could include traditional academic scholarship and narratives of practice.

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 made to the arts community.

• Specific recommendations to the author about improving the article.

• Other publishing outlets if the article was considered unacceptable.

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