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Notes on Contributors

Viv Aitken

is Research Associate with the Faculty of Education at Waikato University where she was senior lecturer in drama education for 14 years. She also spent two years as Associate Professor in Education at the Eastern Institute of Technology in Hawkes Bay. In her current role with the Institute of Professional Learning at Waikato, Viv contributes to initial teacher education courses and facilitates inservice professional development programmes in schools around New Zealand. Viv’s research to date has explored power and positioning in theatre and classroom drama including in inclusive settings. Her current focus is on developing and theorising Mantle of the Expert within a New Zealand context.

Allison Daniel Anders

PhD, is an assistant professor in educational foundations and inquiry at the University of South Carolina. She teaches courses in qualitative inquiry, foundations of education, sociology of education, and critical race theory. She studies the everyday experiences of targeted youth, contexts of education, and qualitative methodologies. Her research includes work with incarcerated youth, children with refugee status, and LGBTQ+ students and educators.

George Belliveau

is Professor of Theatre/Drama Education at the University of British Columbia, Canada. His research interests include research-based theatre, performed research, drama and L2 learning, drama across the curriculum, drama and health research. He has published 5 books along with many scholarly publications that can be found in various arts-based and theatre education journals and edited books. He is a professionally trained actor, and has participated in over 100 theatre productions as an actor, director, or playwright. He is a member of the Royal Society College of Canadian Scholars and Artists.

Selina Busby

is a Principal Lecturer in Community Performance and Applied Theatre, and course leader for the MA Applied Theatre at Royal Central School of Speech and Drama, University of London. She is an applied theatre practitioner who works in prison settings, youth theatres, and with young people living in adverse conditions both in the UK and internationally. Current projects include work with communities who have experienced homelessness in India and New York and those in the prison system in England and in Malta. Her research focuses on theatre that invites the possibility of change, both through contemporary plays and participatory performance.

Helen Cahill

is Professor of Youth Wellbeing and Director of the Youth Research Centre, University of Melbourne, Australia. She leads research and teaching in the area of youth wellbeing, with an interest in the use of poststructuralist theory and drama-based methods to address social health issues relating to gender, mental health and sexuality education. Her body of work includes transformative education programs developed for a range of United Nations agencies working within countries in the Asia-Pacific region, including UNICEF, UNESCO and UNFPA. They variously encompass a focus on gender rights, sexuality, social and emotional learning, violence prevention, alcohol education, and youth participation.

Diane Conrad

is Professor of Drama/Theatre Education at the University of Alberta. In her research over the past 20 years she has used participatory Applied Theatre methods with youth to explore their issues of social marginalization. She has worked with youth in alternative school settings, with incarcerated youth and street-involved youth, including many Indigenous youth in the area of Edmonton, Alberta, Canada where she lives and works. She is Director of the Arts-based Research Studio at the University of Alberta and author of the research-based play Athabasca’s Going Unmanned (Sense, 2012).

Peter Duffy

is an associate professor and heads the MAT program in theatre education at the University of South Carolina. He researches learning, cognition and drama; applied theatre; teacher reflective practice and culturally responsive pedagogies. Previous to USC, Peter taught English, German and drama and worked as an actor/teacher in New York City schools. He has edited several books including A Reflective Practitioner’s Guide to (mis)Adventures in Drama Education – or – What Was I Thinking? among others. His forthcoming book is Drama, Cognitive Science and Learning: Staging Embodied Instruction in Schools. Peter currently serves as the Director of Research for the International Drama/Theatre Education Association.

Lynn Fels

is Associate Professor at Simon Fraser University, British Columbia, Canada. Lynn was Academic Editor of Educational Insights ( She co-authored Exploring Curriculum: Performative Inquiry, Role Drama and Learning with George Belliveau (Pacific Educational Press, 2008), and has written numerous articles and chapters about performative inquiry, arts across the curriculum, arts and leadership, arts and technology, and curriculum as lived experience. Lynn is co-editor of Arresting Hope: Women Taking Action in Prison Inside Out (Inanna Press, 2015). Lynn is one of six co-investigators in a five year Canadian SSHRC Partnership Grant, researching arts for social change in Canada.

Kelly Freebody

is Senior Lecturer in Drama Education and Education Director at the Sydney School of Education and Social Work, The University of Sydney. Her research focuses on educational drama, social justice, creativity in education and school-community relationships. Her teaching interests include exploring the potential for education to reduce prejudice, drama pedagogy and teacher education. Her recent volume Drama and Social Justice (with Michael Finneran, 2016) is available through Routledge.

Kathleen Gallagher

is a Distinguished Professor at the University of Toronto. Dr. Gallagher’s books include, Why Theatre Matters: Urban Youth, Engagement, and a Pedagogy of the real (University of Toronto Press, 2014); The Theatre of Urban: Youth and Schooling in Dangerous Times (University of Toronto Press, 2007); Drama Education in the Lives of Girls: Imagining Possibilities (University of Toronto Press, 2000). Her many edited collections include: In Defence of Theatre: Aesthetic Practices and Social Interventions. (with Barry Freeman, University of Toronto Press, 2016); and Drama and Theatre in Urban Contexts (with Jonothan Neelands, Routledge, 2013) among others. Dr. Gallagher has published many articles on questions of youth civic engagement and artistic practice, and the pedagogical and methodological possibilities of theatre.

Janinka Greenwood

is Professor of Education at the University of Canterbury, and Director of the Research Lab for Creativity and Change. She has a long-standing engagement with the uses for arts for learning and with arts-based research, and strong interests in learning communities, cultural difference, post-colonialisms and practice-based research methodologies. She has various projects with colleagues in Norway, Canada, Czech Republic, Germany, Thailand, Malaysia and Bangladesh as well as in New Zealand, and works with local and international students. Her publications can be found on

Anne Harris

is Associate Professor, Principal Research Fellow (RMIT University), Australian Research Council Future Fellow, Honorary Research Fellow at University of Nottingham (UK) and Adjunct Professor at Monash University (Australia). Anne researches in the areas of gender, creativity, performance, and video, and is a native New Yorker who has worked professionally as a playwright, dramaturg, and teaching artist. Anne has authored or co-authored over 90 articles and 16 books on creativity, arts, and gender and sexuality. Anne is series editor of Creativity, Education and the Arts (Palgrave), and the Director of Creative Agency, a transdisciplinary research lab at RMIT University, focusing on creativity and creative making practices within a community of artists and scholars for social change (search Creative Agency or go to:

Brad Haseman

is Professor Emeritus at the Creative Industries Faculty at Queensland University of Technology in Australia. He is a pioneer of drama in schools and arts education, and is known internationally as a teacher and workshop leader (Process Drama), arts researcher (Performative Research) and community engagement practitioner (Applied Theatre and Teaching Artistry). He is known as a leading proponent of Practice-led Research. His paper ‘A manifesto for performative research’, (Haseman, B. 2006, Media International Australia incorporating Culture and Policy, theme issue, Practice-led Research, No 118: 98–106) is seen as a call-to-arms proposing a non-traditional research methodology for the arts. Brad is currently designer/curator on ‘The Basics of Teaching Artistry’ an online course for Kadenze, a US based platform with global reach, released in April 2018.

Christine Hatton

lectures in Drama and Creative Arts the School of Education at the University of Newcastle, Australia. Her research focuses on drama, gender, drama teacher artistry and contemporary applications of Dorothy Heathcote’s rolling role system of teaching. She has recently completed a three-year study, with her co-researcher Mary Mooney, investigating sustained artist-in-residence programs in six government schools. She has had a longstanding interest in performative, narrative and arts-based approaches to research. Her book for drama teachers, co-authored with Sarah Lovesy, entitled Young at Art: Classroom Playbuilding in Practice (Routledge, 2009) is widely used as a definitive text on playbuilding pedagogy and practice in education.

Brian Heap

is Senior Lecturer and Head of the Philip Sherlock Centre for the Creative Arts, University of the West Indies, Mona, Jamaica. As well as writing drama curricula for the Ministry of Education in Jamaica and Teacher Training institutions throughout the Caribbean. Dr. Heap has conducted highly acclaimed Applied Theatre training workshops in HIV/AIDS education in Zambia for Save the Children (Sweden and South Africa). He is joint author of two books with Pamela Bowell, Planning Process Drama: Enriching Teaching and Learning (2001, 2013) and Putting Process Drama into Action: The Dynamics of Practice (2017) as well as other peer reviewed journal articles.

Yasmine Kandil

is Assistant Professor of Applied Theatre & Drama in Education at Brock University’s Department of Dramatic Arts. She first used Theatre for Development in her work with young garbage pickers living in the slums of Cairo. In Canada her work focused on immigrant and refugee communities, and multicultural theatre initiatives. She explored the power and effectiveness of celebratory theatre as a means of connecting with and representing the lives of marginalized groups. She is presently a co-applicant on a large, multidisciplinary research grant that tests the efficacy of scenario-based training to help police in de-escalating situations with people in mental crisis. Her areas of research are: theatre for development; the ethics of applied theatre practice; celebratory theatre for empowerment; personal stories in applied theatre; testimonial theatre; scenario-based training for police; and applied theatre in post-revolution Egypt.

Joe Norris

is the recipient of the 2015 Tom Barone Award for Distinguished Contributions to Arts Based Educational Research from the Arts Based Educational Research SIG of AERA, has focused his teaching and research on fostering a playful, creative, participatory and socially aware stance toward self and Other. He has advanced the use of playbuilding as a research genre, pioneered the development of duoethnography, a dialogic approach to research, and is currently involved in performative inquiry projects that involve video dissemination through web links, He teaches drama in education, applied theatre and research methods at Brock University.

John O’Toole

was formerly Chair of Arts Education, University of Melbourne, and Professor of Drama at Griffith University, Queensland. A teacher of drama with all ages on all continents, he was Lead Writer for the Australian Curriculum: Arts (2013). He has written and co-written many books including the first book on Theatre in Education (1977), Dramawise (1987), The Process of Drama (1992), Cooling Conflict (2004), Doing Drama Research (2006), Drama and Curriculum (2009), and Educational Research: Creative Thinking and Doing (2010). In 2001 he received an AATE Lifetime Research Award, and in 2014 the Order of Australia (AM) for contribution to drama education.

Robin Pascoe

is a Senior Lecturer in Arts and Drama Education in the School of Education, Murdoch University, Perth, Western Australia. Robin joined the university after a career in the Western Australian Department of Education including roles in curriculum development and as the Superintendent for the Arts. He has been Chief Examiner for Year 12 Drama as well as curriculum writer for drama and the arts K-12. His research interests include: markers of quality in arts education, arts and drama teacher education, learning progression in drama and the arts and assessment. Robin is serving a second term as President of IDEA, International Drama/Theatre and Education Association, 2017–2020.

Jo Raphael

is Senior Lecturer in Arts and Drama Education in the School of Education at Deakin University in Melbourne. She is also Artistic Director of Fusion Theatre, an inclusive community-based company, working in areas of disability and disadvantage. Her areas of research and publication include applied drama and theatre, drama as pedagogy, inclusive education and teacher education. She has applied drama for learning within diverse contexts including cultural institutions such as museums and galleries and in areas across the curriculum. Jo’s research draws on arts-based and participatory action research methods that are inclusive of participants as co-researchers. Jo is a former President of Drama Victoria and has been a long-standing member of the board of Drama Australia.

Nisha Sajnani

is the Director of the Drama Therapy Program and on faculty in the Rehabilitation Sciences PhD and Educational Theatre EdD/PhD Program at New York University. She is the Editor of Drama Therapy Review and Past-President of the North American Drama Therapy Association. Dr. Sajnani is a recipient of the Corann Okorodudu Global Women’s Health Award from the American Psychological Association and the Research and Raymond Jacobs Memorial Diversity awards from the North American Drama Therapy Association. She is a visiting professor with the Harvard Program in Refugee Trauma.

Richard Sallis

is a senior lecturer in Arts (drama/theatre) education in the Melbourne Graduate School of Education (MGSE) at The University of Melbourne. Richard has a background in the performing arts and Theatre for Young People (TYP) as an actor, playwright and director. He is a former President of Drama Australia the national drama educators’ association, a Life Member of Drama Victoria and the current Director of Publications, for IDEA (the International Drama/theatre in Education Association). His particular research interests include diversity and inclusion in education and Arts Based Research. He is co-author of the award winning Acting Smart textbook series and was recently appointed as the co-editor of JACE (Journal of Artistic and Creative Education).

Joe Salvatore

is a playwright, director, and clinical associate professor of Educational Theatre at New York University’s Steinhardt School. He is the co-creator with Maria Guadalupe (INSEAD) of Her Opponent, an ethnodramatic re-staging of the 2016 U. S. presidential debates with gender-reversed casting (nominee, Off Broadway Alliance Award, Best Unique Theatrical Experience). Other ethnodramas include We Were All Young Once, Towards the Fear, Project | Hope, open heart(FringeNYC, 2010), and The Class Project. His play III received the Overall Excellence Award for Outstanding Play from FringeNYC in 2008 and was subsequently published in Best American Short Plays 2008–2009.

Emma (Xandri) Selwyn

is a British performance artist, trainer and facilitator. Since completing Access All Areas’ Performance Making Diploma at the Royal Central School of Speech and Drama, London, they have devised and performed subversive, urban pieces focusing on the politics of disability, sexuality and gender. Solo pieces include My Hands and Feet are Wiggling (performed at Steakhouse Live Arts Festival in 2016 and Drunken Chorus’s A Bit of a Do in 2017) As a runner-up in the inaugural Spectrum Arts Award, they performed the piece at the Saatchi Gallery. Emma is also a co-deviser and ensemble performer of Not F**ckin’ Sorry, a crip, queer cabaret performed for Duckie and Bar Wotever. Emma has recently devised and performed #binariesbegone at the Battersea Arts Centre, London.

Christine Sinclair

is head of drama education at the University of Melbourne. She lectures in teacher education, drama and arts education, and her research interests include arts-based and performed informed research methodologies. She is also a practicing community artist, writing for and directing in youth and community contexts. She is a co-editor and contributing author to Oxford University Press publication Education in the Arts, a reference text used extensively in teacher education in Australia, and is co-author (with Anne Harris) of Critical Plays (Sense Publishers), which examines embodied practices in research settings.

Liselle Terret

is Senior Lecturer and Programme Leader for BA (hons.) Drama, Applied Theatre and Performance at University of East London, UK. She is also an established feminist performance artist known as Doris La Trine, and most recently, in 2018, she curated and hosted Wickedly Wild Women Cabaret for Women of the World at the Southbank Centre, London. She continues to perform and tour Flushed, a solo performance that challenges perceptions of the eating disorder, bulimia. Liselle has also directed and co-devised Not F**ckin’ Sorry!, a queer crip cabaret performance with 6 neuro-divergent and learning disabled performers at The Soho Theatre, Duckie and Bar Wotever, London. In 2014 she co-founded the Performance Making Diploma for Learning Disabled Adults at the Royal Central School of Speech and Drama, winning the Guardian University Award for Student Diversity and Widening Participation in 2015.

Peter Wright

is an Associate Professor of Arts Education and Research Methods at Murdoch University in Perth, Western Australia. He works across the Arts with a commitment to personal, social and cultural inquiry, agency, education and expression, health and wellbeing. His award-winning research includes teaching, learning and healing in, through, and with the Arts. His research projects have received funding through the National Youth Affairs Research Scheme, The Australian Research Council, Healthway, and Creative Education Partnerships Artist in Residence Scheme. Central to this work is an interest in ArtsHealth, socio-aesthetic pedagogy, social justice and inclusion, and the ways they are mediated in and through the Arts.