Floodlights, Flare-ups and Frameworks: teacher/playwright (re)staging Pedagogy, Curriculum and Assessment

This thesis uses creative, cross-methodological approaches to combat the decades-long shift to a performative neoliberal Victorian public secondary education system. Adopting the lens of teacher/playwright/researcher, the thesis theatrically investigates critical sociopolitical inequities and issues, combining playwriting with policy and theory with autoethnographic writing. This thesis offers radical and dramatic potentialities for education/arts-based research and the social sciences.