Drama, education, artistry: Australian practitioners fostering connections across cultures and disciplines in China

Date of Award


Degree Type


Degree Name

Master of Education


School of Education

First Advisor

Christina Gray

Second Advisor

Jo Pollitt


This study examines the experience of Australian drama educators working as professional development facilitators in China between 2017-2019. Limited literature exists that highlights the perspectives of professional development facilitators in this field. This thesis highlights the impact of engaging in this role on the practice of drama educators. Using an autoethnographic approach, data were collected from five individuals through semi-structured interviews. Interpretative Phenomenological Analysis (Smith, 2004) highlighted that the participants' experiences acted as critical moments that led to positive personal and professional outcomes. Three key supporting factors for positive outcomes were identified: 1) critically reflective practice; 2) knowledge and experience in theatre practices and drama pedagogies; and 3) collaborative approaches to delivering professional development.


Author also known as Jessica Wellman

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