Theatre Topics publishes three issues per year, two of which are general issues. We therefore welcome rolling submissions at all times. We solicit scholarly essays that emphasize pedagogy, dramaturgy, and theatrical practice. Topics welcomes concise and timely peer reviewed articles, as well as notes from the field, on a broad array of practical, performance-oriented subjects. Topics is an official publication of the Association for Theatre in Higher Education (ATHE).
The editors of Topics are particularly interested in articles that engage with the following areas:
- International sites of pedagogical innovation
- Pedagogy among diverse student populations and/or regarding material that engages with diversity
- The relationship between theory and practice
- Applied theatre practices such as drama therapy or community-based theatre
- Practice-based research
- Rehearsal and production processes
- Reconsiderations of traditional acting theories
- New play development and devised theatre
- New technologies in performance and/or in the classroom
Watch for separate CFPs for forthcoming Special Issues. Submissions should be sent to Managing Editor, Bob Kowkabany at firstname.lastname@example.org. Author guidelines can be found here. All other inquiries can be sent to the Editor of Theatre Topics, Lisa S. Brenner at email@example.com, or the Coeditor, Noe Montez at firstname.lastname@example.org. Queries regarding book reviews should be send to Book Review Editor, Megan Sanborn Jones at email@example.com.
THEATRE TOPICS CFP: Special Issue on Queer Pedagogy in Theatre and Performance
Queerness is a structuring and educated mode of desiring that allows us to see and feel beyond the quagmire of the present…. We must dream and enact new and better pleasures, other ways of being in the world, and ultimately new worlds.
José Esteban Muñoz, Cruising Utopia: The Then and There of Queer Futurity
The editors of Theatre Topics are pleased to announce a call for submissions to the journal’s upcoming Special Issue on queer pedagogy in theatre and performance. Our aim with this special issue is to develop new pedagogical approaches and performance practices that bring queer studies to the forefront of theatre and performance. We consider queerness to include investigations of how we can throw normative structures into permanent question as well as explorations of queer and trans lives. The deadline for PRINT submissions is October 15, 2019. The deadline for ONLINE submissions is 15 January 2020. Early submissions are encouraged.
Theatre and performance studies departments are the source of significant scholarship in queer theory. Nevertheless, our programs have remained substantially untouched by queerness. Many theatre and performance studies curricula operate within organization structures that include queer people but that have not been transformed by the radical potentials of queer theory or queer worldmaking. Impasses to other “modes of desiring” are deeply institutionalized: traditional and inflexible doctoral and MFA/BFA programs create rigid boundaries, and disciplinary performance practices track hierarchies, while theatrical canons further reinforce them. Further, queer and trans people are required to account for their bodies in the classroom, on stage, and even in drafting licensing agreements for performance. Although an argument can be made that theatre and performance studies programs veer towards interdisciplinarity, these efforts face structural obstacles from inside and outside of our departments that resist further queering of the field and inclusion of minoritarian subjects and desires. Queer pedagogues and practitioners find themselves in, but not fully of the academy’s structures. Can queer studies provide tools to revisit how we develop our artistic and intellectual communities?
If, as Muñoz writes, queerness is about creating other ways of being in the world, how might one imagine queer pedagogies and performance? What do queer pedagogies and performance practices look like and whom do they serve? How can queer studies help us think with pleasure/affect/sensation in the classroom, while also accounting for hierarchies of power?
Theatre Topics seeks submissions for a special issue on queer pedagogy in theatre and performance studies across the globe. Essays should explore emergent research, educational theories, classroom practices, and the role of performance in queer theatre and pedagogy. Essays might explore but are not limited to the following:
- Bridging the gap between queer research and teaching
- Genderqueer and non-binary perspectives in casting and season selection—both in educational and professional settings.
- Cultivating queer theatre that attends to race, disability, indigeneity, class, and transnational geo-politics
- Queer theory’s influence on political, devised, or collaboratively-created theatre
- Cross-pollination between queer theatre and other theatrical movements or styles
- Integrating queer plays and performance practices into core theatre studies syllabi
- Queer and trans perspectives on power hierarchies in the classroom, department, and institution
- Valuing queer and trans representation, voices, and desires.
- Queer forms that respond to implicitly heteronormative production models
- Intersections between the academy and queer/trans spaces (nightlife, protest, support groups, etc.)
For information about submission, visit our website: http://www.press.jhu.edu/journals/theatre_topics/guidelines.html.
Feel free to contact the editors with any questions or inquiries:
Noe Montez, Editor, Theatre Topicsat firstname.lastname@example.org.
Kareem Khubchandani, Guest Co-Editor, at email@example.com
Margherita Laera, Online Editor, Theatre Topics, at firstname.lastname@example.org
Theatre Topicsis an official publication of the Association for Theatre in Higher Education (ATHE).