Notes on Authors
Ellen Armstrong is a PhD researcher at Guildford School of Acting, University of Surrey, Guildford.
Konstantina Kyrimi has studied Pedagogy (School of Primary Education-Faculty of Education, University of Patras). She also holds a MA in Drama and Performing Arts in Education and Lifelong Learning (Department of Theatre Studies of the School of Fine Arts of the University of Peloponnese). She works as a teacher in Primary Education since 2010. The subject of her MA research is the Drama in Education as a tool for enhancing self-efficacy in Primary School children. Her research interests led her to the participation in educational seminars and programmes.
Evi Mamali is a PhD candidate in Theatre Pedagogy at the Democritus University of Thrace. She holds a Master’s degree in Applied Pedagogics and Curriculum Studies from the National and Kapodistrian University of Athens and is specialized in cultivating thinking through argumentative writing. She works as a primary school teacher in Athens and has published two young adult fiction books. She has been trained in six different schools of drama and pedagogical theatre and has participated in theatrical performances. Her research interests focus on thinking, drama and embodied learning.
Anna McNamara is Director of Learning and Teaching at the Guildford School of Acting, University of Surrey. A Fellow of the Royal Society of Arts, she was awarded the University of Surrey Vice Chancellor’s award for Teacher of the Year in 2017.
Dr. Simos Papadopoulos graduated from the department of Primary Education and earned a Ph.D from the Faculty of Philosophy, both at the University of Athens. His Ph.D thesis has the title: The Use of Drama and its Implications in Teaching in the Course of Language in Primary School. Currently, he is Assistant Professor of Theatre Pedagogy at the department of Primary Education of the Democritus University of Thrace and drama animator. His work focuses on drama and pedagogic research and writing. He has published in journals and collective volumes, edited academic books, attended national and international scientific conferences, as instructor or presenter and has participated in research programs and committees. Two of his most noteworthy studies are: Drama Language: Using Inquiry Drama on Language Teaching (Kedros Editions, 2007) and Theatre Pedagogy (2010). He is particularly interested in theatre pedagogy, drama teaching, drama text analysis, theatre for young people, in Brecht’s and Chekhov’s plays etc.
Lotfi Salhi is an assistant lecturer of English Language and Literature at University of Gafsa, Tunisia. His field of research is the interaction between texts and the wider network of social, political and cultural influences which determine the representation and circulation of reality. His publications include the articles: ‘The Self-fashioning of European Colonial Identity and the Threatening Other in Shakespeare’s The Tempest’ in International Journal of Academic Research and Reflection; ‘The Tragic and the Tragic-Epic in the Representation and Re-representation of Cleopatra’ in The English Literature Journal; ‘Strategies of Change in Tom Stoppard’s Adaptation of William Shakespeare’s Hamlet’ in European Journal of Literary Studies and Postmodern Postcolonial Intersections (published by Cambridge Scholars Publishing), among others.
Pirjo Suvilehto (Docent of Literature, PhD, Author) is a university lecturer (early childhood education) and adjunct professor in literature at the University of Oulu (Finland). Her research area consists of literature, drama and bibliotherapy. She has published 30 books: picture books, poetry, non-ficton books and science books.
Asterios Tsiaras is Professor in the department of Theatrical Studies at University of Peloponnese. He has written about many different aspects of drama education and dramatic play. His publications include the Contribution of Dramatic Play to Classroom Psycosociology in Primary Education, Dramatic Play in Primary School, Drama and Theatre in Education, Dramatic Play as a Means of Self-concept Improvement in Primary School Age Children, Theatrical Education in Primary School: A Psyco-sosiological Approach and the Developmental Dimension of Teaching Drama in Education. Current research projects are focusing on Enhancing Critical Thinking Skills of Students in primary school.
