Drama for Deconstruction

Abstract

This article explores the way in which drama can be used for deconstruction. A reflective practitioner methodology is used to present case stories that examine the use of drama to assist participants to engage in deconstruction of the discourses that shape teacher–student relations. Analysis of the workshop experience is used to argue that the selection of the dramatic form influences the knowledge that is created within the drama. Naturalistic drama conventions tend to invite replication of dominant stereotypes, while certain antinaturalistic devices more readily draw attention to the constructed nature of meaning.