ABSTRACT
This chapter provides an analysis of drama practice and research for and about gender equality. Arguing for a rethinking of drama’s core purposes and processes, Hatton shows that using drama for gender equality is a complex pedagogical process and a radical act, potentially unhinging deeply held prejudices about gender, social justice and equity. Drawing on her research on using drama with adolescent girls, Hatton argues that teachers and researchers who work critically on gender in and through drama can problematise participants’ knowledge in safe ways, where the drama can hold difficult ideas at play or at arm’s length for critique and scrutiny, and, importantly, for reconfiguration and re-presentation through the creative use of symbolism and form.
