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Acknowledgements
We would like to express our gratitude to Helen Nicholson, Joe Winston, Kathleen Gallagher and Colette Conroy for supporting us in editing this special issue. We would also like to thank all of the peer reviewers for their vital contributions throughout the busy academic year.
Notes on contributors
Dr Hannah Grainger Clemson undertakes and manages projects and research in applied arts/media, communities and education, with a particular interest in the multimodal construction of both local and international cultural narratives and identities. She contributes to the MA Drama in Education at the University of Warwick and has recently been working at the European Commission (Education and Culture) on schools' programmes and policies.
Dr Burcu Yaman Ntelioglou is an assistant professor in the Faculty of Education at Brandon University, Canada. Her research and teaching focus on applied drama/theatre, the education of linguistically and culturally diverse students, language and literacy education, multiliteracies, multimodality, multilingualism and the use of collaborative, participatory and digital methodologies in research.
Hannah Grainger Clemson
University of Warwick, Coventry, UK
Burcu Yaman Ntelioglou
Brandon University, Brandon, MB, Canada