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

TL;DRAbstract

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

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