This is an autoethnographic narrative that describes how John Carroll influenced Dorothy Heathcote's thinking about her practice of drama in education. The analysis focuses on the ways in which concepts derived from the work of Douglas Barnes (1975) and Erving Goffman (1974) played an important role in clarifying their evolving ideas about the ways in which role and role distance function as framing devices that fundamentally alter normative power relationships and communication interactions between students and teachers.
|Number of pages||12|
|Journal||NJ (Drama Australia Journal)|
|Publication status||Published - 2013|