Gaps, silences and comfort zones: dominant paradigms in educational drama and applied theatre discourse

This article explores prevailing rhetoric in published scholarship in the field of educational drama and applied theatre, responding to O'Toole's call to investigate if researchers in the field are ‘missing something vital by staying in our comfort zones’. He noted a ‘serious need for more usable, broad-based, and reliable base-line data to use for policy change and as starters for our research’ after reviewing the abstracts of the 86 sessions...