Christine Hatton and Richard Sallis: Provocative dialogues: Shifting perspectives on drama research practice

This panel reflects on an innovative new book, Drama Research Methods: Provocations of Practice.

This panel reflects on an innovative new book Drama Research Methods: Provocations of Practice which sought to challenge current understandings of drama research by asking prominent drama researchers to engage in critical dialogues about what provokes them in their research practice. The book, edited by Duffy, Hatton, and Sallis, grapples with difficult subjects such as theory, ethics, gender, culture, bodies, impact and agency, topics that are often embedded in drama research practice but rarely interrogated as provocations experienced by researchers. Writers were invited to take risks not only with the content of their chapters but also with form. Consequently, the text is filled with interesting alternative exchanges that shift ideas about what research in drama is and can be. This panel will interrogate the notion of provocation in drama research, with some of the writers reflecting upon the experience of engaging in risky dialogues that aimed to challenge perceptions and shift reader perspectives.

Part 1:

Part 2:

Richard Sallis is a lecturer in drama/theatre education and a researcher in the Melbourne Graduate School of Education (MGSE) at The University of Melbourne. He is a former President of Drama Australia and the current Director of Publications, for IDEA (the International Drama/theatre in Education Association). He is joint editor of JACE (Journal of Artistic and Creative Education) as part of the UNESCO Melbourne Observatory for Arts Education.

Christine Hatton is a lecturer at the University of Newcastle, Australia. Christine researches and teaches in drama and arts education, creative pedagogies, teacher artistry and artists in residence. Recent projects have explored the use of technologies in drama education and the workings of gender, story and identity in drama teaching and learning processes.

Laura is a keen advocate for the Arts in Education. A graduate of the Comparative and International Education MA program at Lehigh University (Bethlehem, PA, USA), Laura’s research interests revolve around how Arts subjects, and Theatre in particular, can play a crucial role to the development of a student’s social and emotional well-being, whilst bolstering their academic attainment. Having lived in numerous places around the world, and worked to support international students in a university setting, Laura is interested in supporting global Education policy. With an avid interest in Theatre & Performance, she is delighted to be bringing her two passions together to lead on Dialogue’s Community Performance for Education work.