Editorial: Radical Imagining

Abstract

In this editorial, the editor reflects on the current political climate in the US and its impact on theatre education. The editor then introduces this issue on radical imagining, in which our contributors document and reflect on their educational theatre practices. In the UK, Dermot Daly and Shane Kinghorn each chronicle the development of new works. Daly leverages decolonization and aims for social justice and equality as he provides students with the advocacy and critical tools needed for change. Kinghorn employs verbatim theatre to confront and explore radical shifts in the ways we consider gender, subjectivity, and language. Kourtney King synthesizes principles of heart-intelligence and drama pedagogy with students in Atlanta, Georgia. Lauren Gorelov responds to questionable teaching practices by developing and deploying culturally responsive professional development workshops for teachers in the New York City metropolitan area. Finally, Lindsay Kujawa and Ryan Howland investigate how this work manifests in rural America. Kujawa examines the polarizing impact of equity, diversity, and inclusion in a non-metropolitan county in Wisconsin. Howland grapples with rural consciousness, outlining the process of creating a verbatim documentary theatre script, interrogating how theatre classrooms in culturally, hegemonically white rural communities can teach in more intentionally anti-racist and culturally inclusive ways.