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'Weaving a Body out of Words': Playwriting Strategies for Trans-Informed Research-Based Theatre

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Bibliographic Details
Title: 'Weaving a Body out of Words': Playwriting Strategies for Trans-Informed Research-Based Theatre
Language: English
Authors: Christina Cook
Source: McGill Journal of Education. 2025 59(1):12-38.
Availability: McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Theater Arts, Graduate Students, Student Experience, Gender Identity, Transgender People, Playwriting, Research
ISSN: 0024-9033
1916-0666
Abstract: This article addresses the question: What are the expansive possibilities offered by a trans-informed Research-based Theatre (RbT) creation framework? Drawing on excerpts from an autoethnographic playscript which centres on my experiences as a graduate student while coming out as a nonbinary trans woman, I explore specific and adaptable strategies for trans-informed RbT playwriting. Playwriting is an essential component of the RbT creation process, and the strategies explored in this article may inform RbT practitioners' approach in the classroom and beyond.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://mje.mcgill.ca/article/view/10255
Accession Number: EJ1477865
Database: ERIC
Description
Abstract:This article addresses the question: What are the expansive possibilities offered by a trans-informed Research-based Theatre (RbT) creation framework? Drawing on excerpts from an autoethnographic playscript which centres on my experiences as a graduate student while coming out as a nonbinary trans woman, I explore specific and adaptable strategies for trans-informed RbT playwriting. Playwriting is an essential component of the RbT creation process, and the strategies explored in this article may inform RbT practitioners' approach in the classroom and beyond.
ISSN:0024-9033
1916-0666