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Stories lived, told, and shared : Tasmanian drama teachers' narratives of identity

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Moss, T (2003) Stories lived, told, and shared : Tasmanian drama teachers' narratives of identity. PhD thesis, University of Tasmania.

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Abstract

This project aimed to first examine and problematise our existing knowledge
of what it might mean to be a drama teacher, and second, to employ
innovative arts-based methods of research in order to explore how drama
teachers themselves understand and describe their experiences. Of prime
importance in this work was the connection between one of the fundamental
purposes of qualitative research, and of artistic inquiry - that is, to encourage
the reader/audience to engage in an act of educative transgression,
questioning and examining their own assumptions about important
experiences or phenomena. Instead of attempting to 'capture' truth or
meaning through measurement and objectification, this thesis sought to place
the elements of research - reading, doing, and writing- in an aesthetic
dialogue, in order to promote the development of multiple meanings.
While there are established bodies of research literature in the areas of both
personal identity and teachers' lives and careers, there is a scarcity of
research that attempts to engage with the connections between these two
areas, particularly in terms of how teachers themselves understand and make
sense of their lives. This project sought to address this issue by working
closely with six drama teachers, exploring through a series of interviews the
consequences of their life experiences (both within and outside the classroom)
in terms of how they saw themselves as teachers, and as individuals more
broadly. One of the most significant findings reported in this thesis is that
often, teachers do not perceive any separation between what is personal, and
what is professional. This raises significant questions about the broader
processes and purposes of educational research.
As a dialogue, there was opportunity within the project for telling, as well as
listening. In the interpretive phase of this project, three 'tellings' took place.
The first telling was the interpretation of the stories told by each teacher. By
reading and writing about each participant's life within the aesthetic spaces
of the text and the interview, these stories were included in an interpretive
dialogue. In the second telling, sharing this new story - our story - with the
participants during the interviewing and writing processes, this dialogue was
extended. In the third telling, the reader is invited to join in the interpretive
journey, to add their own voice to the newly developing conversation about
the interactions between our experiences and identities, in and out of the
classroom.

Item Type: Thesis (PhD)
Keywords: Drama, Drama in education
Copyright Holders: The Author
Copyright Information:

Copyright 2003 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (Ph.D)--University of Tasmania, 2003. Includes bibliographical references

Date Deposited: 03 Feb 2015 03:04
Last Modified: 11 Mar 2016 05:54
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