Alison Mahoney

Alison Mahoney is a PhD candidate in Theatre and Performance Studies at the University of Pittsburgh, with a focus on the intersections of performance, disability, and neurodiversity.

Background and Education

• Mahoney holds an MA in Contemporary Performance Practice from Ulster University and a BS in Theatre & Gender Studies from Northwestern University.2

Work with CO/LAB Theater Group

• Before starting her PhD, Mahoney worked as a teaching artist for CO/LAB Theater Group, a non-profit organization in New York that provides creative and social outlets through theater arts for individuals with developmental disabilities. During her time with CO/LAB, she was involved in various projects, including updating the actor log to better record actors' participation, access needs, and learning styles; reevaluating methods for collecting program feedback to accommodate diverse communication styles; and auditing classroom accessibility practices to ensure supportive environments for actors with various disabilities.1

Research and Scholarship

• Mahoney's research centers on disability and neurodiversity in performance, particularly in the context of Sensory Theatre. Her work has been published in journals such as Theatre Survey and Theatre Research International. She has also presented research at conferences, including the Association for Theatre in Higher Education (ATHE), and has written about the role of caregivers in Sensory Theatre during the COVID-19 pandemic, using case studies from companies like Oily Cart.12

Other Roles and Contributions

• Mahoney was the founding artistic director of Bluelaces Theater Company in New York, which produces Sensory Theatre for neurodiverse audiences. She has also worked as a director, creative access consultant, and teaching artist with various organizations, including Lincoln Center for the Performing Arts and Stage Beyond.2

Current Focus

• Mahoney is currently exploring how theatre companies can adopt care practices that align with Disability Justice politics, and she is considering community-engaged scholarship and non-traditional dissertation formats to overcome barriers to cognitive access in academia.1