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About the Journal

SCENARIO, founded in 2007, is a fully peer-reviewed journal for Performative Teaching, Learning, Research. It started off as a bilingual (English–German) journal, but has evolved into a trilingual journal and from 2023 onwards will also feature Italian language contributions.  
Scenario's specific focus is on the role of drama and theatre in the teaching and learning of foreign/second languages, including the literatures and cultures associated with these languages.

The journal is the main pillar of the Scenario Project which encompasses a book series and a forum for conferences, symposia and colloquia; for further details on events and initiatives that aim to promote international exchange and collaboration visit the Scenario Project homepage at: https://www.ucc.ie/en/scenario/

SCENARIO is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.

In 2024 the Scenario Project received University College Cork's Research Award for Open Science 2023, and the Irish Open Access Publishers (IOAP)  Award for Outstanding Contribution to the Open Access Publishing Field in Ireland.

 
As a journal based at University College Cork (UCC), SCENARIO adheres to UCC's policies in relation to Research Ethics  and Equality, Diversity and Inclusion (EDI).

Announcements

Current Issue

Volume 18, Issue 1 (2024)
DOI: https://doi.org/10.33178/scenario.18.1
Published: 2024-10-17

Foreword

Special Issue Articles

  • Being, non-being and the in-between Field notes on the paradox of presence and absence

    Sukhesh Arora
    1-15
    DOI: https://doi.org/10.33178/scenario.18.1.1

  • Strengthening presence and performativity systematically A prototypical concept for language teacher training

    Victoria del Valle
    16-35
    DOI: https://doi.org/10.33178/scenario.18.1.2

  • Teacher presence in EFL-learners’ (re-)creation of text for literary text comprehension

    Petra Bosenius
    36-50
    DOI: https://doi.org/10.33178/scenario.18.1.3

  • Eros and education

    John Crutchfield
    51-69
    DOI: https://doi.org/10.33178/scenario.18.1.4

  • Being fully alive to change the world Poetic education as a way to intensify presence in the time of great distraction

    Chiara Massullo, Elisabetta Proietti
    70-84
    DOI: https://doi.org/10.33178/scenario.18.1.5

  • The here and clown Exploring clowning in relation to presence in theatre

    Klara van Wyk
    85-100
    DOI: https://doi.org/10.33178/scenario.18.1.6

Special Issue Window of Creative and Reflective Practice

  • The time when the new light is born Ewa Benesz's Paratheatre as a collective and individual performative process

    Irene Mattioli
    101-108
    DOI: https://doi.org/10.33178/scenario.18.1.7

Reports

Window of Creative and Reflective Practice

  • Teaching as a performative art Towards an embodied methodology for teacher development

    James Godfrey
    113-130
    DOI: https://doi.org/10.33178/scenario.18.1.9

Reviews

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