Friends, I am excited to share with you a call for papers I’ve created for the fantastic, UK-based journal Research in Drama Education.
The issue I’m guest-editing will appear in August 2019; its purpose is to gather exciting, stimulating, but above all useful best practices from around the world that demonstrate how theatre and performance makers, scholars, teachers, and community partners are helping to rewrite what has become our “common sense” refrain: …that Humanities schools, faculties, and programs at our colleges and universities are being marginalized by business- and STEM-forward administrators and government pressures, and that there is nothing we can do about it but grouse and cry while the ship sinks.
I know this “common sense” state of affairs is not really the case – that it is, rather, another situation where we have all swallowed a load of depressing Kool-Aid, largely out of sheer bone-weariness. (Fighting endless battles simply to demonstrate one’s relevance has a tendency to make one rather tired, and longing for a drink.)
How do I know this? Because I also know too many people (friends and colleagues alike; friends of friends and colleagues of colleagues) who are busy doing something, right now, about it. And even sometimes succeeding.
What this issue wants to know is exactly what that doing-something-about-it looks like. It wants to hear from those of us in higher education’s theatre and performance (and dance and music…) trenches, but it also wants to hear – very much wants to hear – from administrators who have insights to share.
Above all, it argues that theatre and performance programs have an obligation to be at the heart of the 21st century, “neoliberal” university, not at its periphery – and it wants to know how to make that claim a “common sense” reality.
There are a lot of ways to contribute to this issue – I’m inviting scholarly articles, shorter case study articles, as well as creative expressions, dialogues, and a variety of things that might be web-only friendly. We are fortunate that RiDE has the capacity to make this issue a cross-platform publication, and that its audience is helpfully international and very diverse.
Below, I’m reproducing the issue’s core research questions, as well as information about how to submit a proposal (due 1 October 2017).
I’m also including a link to the full CFP, on RiDE‘s website, here.
I know many of you will have seen this come across your desks already – if you could take a moment now to forward this on to anyone you’ve thought perhaps might like to see it, but hasn’t yet seen it, I’d be grateful!
Sometime between now and October I’ll do another post on the issue’s topic, which will feature some personal stories about how I ended up getting the RiDE gig and coming up with this particular idea. I’ll also think ahead there a bit there to an event I’m planning in London, UK, in November, with connections to the issue.
Until then, questions most welcome!
Theatre + Performance vs “The Crisis in the Humanities”: Creative Pedagogies, Neoliberal Realities*
*Call for papers in full available here: crde-cfp-crisis-in-humanities-2q2017
- What initiatives are already underway to ready schools and departments of theatre and performance for survival within the neoliberal university?
- How are these initiatives received by stakeholders (students, teachers, artists, administrators, community partners) both inside and outside of institutional contexts?
- How essential is interdisciplinary collaboration to the survival of theatre and performance labour in the neoliberal university? What models exist for such (successful) collaboration?
- How essential is community collaboration to the survival of theatre and performance labour in the neoliberal university? What models exist for such (successful) collaboration?
- Within the initiatives and collaborations thus detailed, what room exists for creative, performance-driven critique of neoliberal structures? How is that room made? When and how does making such space fall short of goals?
The issue will blend scholarly articles of approximately 6000 words with evidentiary documents of 1500-2000 words (brief case studies; module/course outlines; measurements gathered on behalf of initiatives; etc) and online materials. The latter may include recorded interviews, classroom or other performance clips, or creative data dissemination. The issue aims for a rich mix of scholarly discussion about the issues at hand, and practical, re-usable models and materials.
Contributions are welcomed from artists, teachers, and researchers, but also from administrators, students, community partners, Teaching and Learning Centre staffers, or more. (If you feel members of your team, or other officials at your university, might like to contribute independently or alongside you, please circulate this CFP to them!)
Collaboratively-authored works are very welcome.
Please send proposals and/or descriptions of 300 words (for any of the above categories of contribution), along with a 150-word biography, to Kim Solga by 1 September 2017.