A Dramatisation of Research Outcomes: A Verbatim Drama Based on the Lived Experience of Women Casual Academics


  • Gail Crimmins The University of the Sunshine Coast




arts-informed inquiry, dramatisation, drama, casual academic


Within this article I offer a brief rationale for de-disciplining and re-disciplining research communication, present a drama script using the narrative experience of six women casual academics from across three Australian universities, and offer a succinct rationale for employing artistic forms of communication more generally, and drama more particularly, for re-presenting lived experience. The article predominantly focuses on the stories of women causal academics in Australian universities.  It is their voices that are privileged and centralised.  Women casual academics make up the majority of academics in Australia, yet they are currently ‘un-voiced’.  This article therefore creates some space for the voices of women causal academics to be heard and known in a form that is congruent to their lived experience

Author Biography

Gail Crimmins, The University of the Sunshine Coast

I am an Associate Lecturer at the University of the Sunshine Coast and co-coordinate a large first year course which is compulsory for all students at USC. I am an active researcher into the scholarship of teaching and learning and a feminist researcher who explores the lived experience of women. My two most recent research projects have involved the narrative inquiry of women. The first project was an arts-informed narrative inquiry into the lived experience of women casual academics in Australia. The second explored narratives of persistence and coping by mothers with rheumatoid arthritis. Both projects resulted in short films of women relaying their stories of lived experience. I undertake traditional social science research through narrative inquiry and communicates the research findings in theatre, film and academic discourse.


Arnot, M. & Reay, D. (2007), ‘A Sociology of pedagogic voice: Power, inequality and pupil consultation’, Discourse: Studies in the Cultural Politics of Education, vol. no. 3, pp.311-325.

Bloomberg, L. & Volpe, M. (2008), Completing your qualitative dissertation, Sage Publications, Los Angeles.

Bruner, J. (1986), Actual minds, possible worlds, Harvard University Press, Cambridge, Mass.

Bruner, J. (1990), Acts of meaning, Harvard University Press, Cambridge, Mass.

Bruner, J. (1996), The culture of education, Harvard University Pres, Cambridge, Mass.

Cahnmann, M. (2008), ‘Arts-based approaches in language education’, in K King, & N Hornberger (eds), Research methods in language and education, Springer, New York.

Coates, H., Dobson, I., Edwards, D., Friedman, T., Goedegebuure, L. & Meek, L. (2009), ‘The attractiveness of the Australian academic profession: A comparative analysis’, viewed 20 March 2014, http://repository.unimelb.edu.au/10187/8900.

Deleuze, G. (1990), The logic of sense, trans M Lester & C Stivale, The Athlone Press, London.

Etherington, K. (2004), Becoming a reflexive researcher, Jessica Kingsley Publishers, London.

Evans, D., Gruba, P., & Zobel, J. (2011), How to write a better thesis, 3rd edn, Melbourne University Press, Carlton Victoria.

Hendry, P.M. (2010), ‘Narrative as inquiry’, The Journal of Educational Research, vol. 10, no. 2, pp. 72–80, doi: 10.1080/00220670903323354.

Lyotard, J. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press

May, R., Strachan, G., Broadbent K., & Peetz, D. (2011), ‘The casual approach to university teaching; Time for a re-think?’ In K. Krause, M. Buckridge, C. Grimmer & S. Purbrick-Illek (Eds.), Research and development in Higher Education: Reshaping higher education, vol 34, pp. 188-197.

Merleau-Ponty, M. (1962), Phenomenology of perception. Routledge, London, UK.

Richardson, L. (1997), ‘Skirting a Pleated Text: De-Disciplining an Academic Life’, Qualitative Inquiry, vol. 3, no. 3, pp.295-303.

Wake C. (2010), ‘Towards a working definition of verbatim theatre’, in P Brown (ed.), Verbatim: Staging Memory and Community, Currency Press Strawberry Hills, Sydney, pp. 2-5.




How to Cite

Crimmins, G. (2016). A Dramatisation of Research Outcomes: A Verbatim Drama Based on the Lived Experience of Women Casual Academics. Art/Research/International:/A/Transdisciplinary/Journal, 1(1), 121–140. https://doi.org/10.18432/R27P4J