ISSN: 1552-5236
In 1983, Dorothy Heathcote stated that, as educators, we should be asking what sort of schools we want – but also, what sort of society we want. Her words are incredibly timely today: they challenge us to consider questions of purpose, curriculum, access, and stewardship.
Volume 13, Issue 1 looks to engage members of the global Educational Theatre community in dialogue around these ideas which were investigated at the recent 2025 Dorothy Heathcote Now Conference hosted at Manchester Metropolitan University.
Guest Editor: David Allen, Mantle of the Expert Network
The submission deadline for Volume 13, Issue 1 is March 1, 2026.
For this special issue, we welcome two types of submissions:
Academic articles: 6000-8000 words. Will be given two peer reviews.
Practice-based pieces, which are not expected to be so academic, and might be written by teachers or practitioners, for example: 4,000 words. Only one peer review per article.
All manuscripts must be accompanied by a 200 word abstract and 100 word biographies for the author(s), and conform to APA style manual. Additional style and formatting guidelines are available here.
Empowering learners: How can practitioners bring curriculum learning alive in ways that give children genuine voice and agency?
Drama and integration across the curriculum: How can practitioners draw links to history, humanities, and personal, social, health, and economic education (PSHE)? In what ways does this approach humanize teaching?
Building community through drama, in the classroom and in the school.
Reimaging Heathcote: In what ways can we draw on Dorothy Heathcote’s legacy?
Evaluation and assessment
Teaching political awareness through drama
Teaching challenging and sensitive subjects
Reinventing the curriculum, and challenging the neo-liberal educational agenda
Teacher as artist and teacher as technician
Using digital technology and AI in teaching
We encourage article submissions from artists, educators, and scholars from different disciplines. Our goal is to motivate a dialogue among a wide variety of practitioners and researchers that will enrich the development of educational theatre in the years to come.
Each article will be sent to peer reviewers. They will provide 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.
Please include ‘ArtsPraxis Submission’ in the subject line.
Alex Ates, Kent Denver School, 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, College 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, Tsubouchi Memorial Theatre Museum, Waseda University, Japan
Kaitlin Orlena-Kearns Jaskolski, University of Cape Town, South Africa
Byoung-joo Kim, Seoul National University of Education, South Korea
Gillian McNally, University of Northern Colorado, USA
David Montgomery, New York University, USA
Amanda Pinkham-Brown, The School District of Philadelphia, USA
Ross Prior, University of Wolverhampton, UK
Amanda Rutter, The University of Texas Permian Basin, USA
Sara Schroeter, University of Regina, Canada
Nkululeko Sibanda, Rhodes University, South Africa
Daphnie Sicre, University of California at Riverside, 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
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Cover image from NYU Steinhardt / Program in Educational Theatre production of Branden Jacobs-Jenkins' Everybody, directed by Nan Smithner in 2025.
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