Monologues for Living and Learning:Creating and Performing Educational Moments

Abstract

This edition of Journal of Educational Enquiry (JEE) brings together six authors to examine and share reflections on performing and creating monologues in the context of classroom research, conferences, and theatres for general audiences. What are common, as well as distinct, phases one goes through when preparing a monologue for performance? When reflecting upon performed monologues, what insights can emerge for the arts-based researcher, or the actor who teaches, or the teacher who acts? How might a monologue performance about learning or teaching inform artistic, research, and pedagogical practices? This issue explores these questions with six articles by scholars from across Canada and Australia; each offering critical discourse on what it means to perform research. The origins of each monologue as it relates to its performer differ from one to the next; nonetheless, all of them are about the transformative act of performing narrative.