Dorothy Morrissey
Biographic Data
| ID | 935604 |
|---|---|
| NAME | Dorothy Morrissey |
| GIVEN NAMES | Dorothy |
| FAMILY NAME | Morrissey |
| SIGNATURE | MORRISSEY D |
| AFFILIATIONS | University of Limerick |
| ORCID | 0000-0001-7314-2841 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The third space potential of an artist intervention in special education
Deconstructing the policy narratives at the root of arts-in-education practice in Ireland
‘Arts-in-education’ and teacher-artist partnership have been a key focus of recent policy in Irish arts education. However, recent research studies have highlighted how at times these partnerships can be problematic and teachers can become sidelined when such interventions occur. This article offers a new perspective on such research by exploring how the language of policy texts and the broader neoliberal discourse in which they are framed may im…
Teacher-artist partnership as teacher professional development
Teacher-Artist Partnership (TAP) programmes in Ireland have, historically, tended to be ad-hoc, short-term, and underfunded. They have, moreover, lacked an explicit focus on teacher CPD. In 2014, a Government of Ireland funded initiative was set up to address these shortcomings and to explore how TAP, as a model of CPD, could support arts education in Ireland’s primary schools. The initiative involved six teachers and six artists collaborating on…
The Pull of Opposing Forces
In this article, the author conducts a retrospective interrogation of the ethical issues embedded in the development (over a 5-year period) of a one-woman play, Goldilocks’ s Testimony, about the accumulation over time of the organizational processes and practices that marginalize women in workplaces. She describes the play’s developmental trajectory, from conception through to the final performance to date as a serendipitous one. In the article,…
The Habits of History
In this article, derived from her doctoral dissertation, the author (a teacher educator in drama in Ireland) presents her students’ initial responses to her performance of a one-woman play, “Goldilocks’s Testimony.” The play, written by the author, concerns the marginalisation of women in workplaces. In the play, women’s “real” experiences of workplace marginalisation are transposed to Fairyland. In this article, the author represents her postgra…
An autoethnographic inquiry into the role of serendipity in becoming a teacher educator/researcher
In this inquiry, the author inquires into her shifting 'self' as a researcher/teacher educator in teacher professional development.The 'self' in question is acknowledged as being historically, culturally and locally specific.It is also acknowledged as unfixed or unstable; constructed from and in response to various, and often competing, discourses.As an autoethnographic inquiry, this article presents vignettes of the self/researcher/teacher educa…
An autoethnographic inquiry into the role of serendipity in becoming a teacher educator/researcher
In this inquiry, the author inquires into her shifting 'self' as a researcher/teacher educator in teacher professional development.The 'self' in question is acknowledged as being historically, culturally and locally specific.It is also acknowledged as unfixed or unstable; constructed from and in response to various, and often competing, discourses.As an autoethnographic inquiry, this article presents vignettes of the self/researcher/teacher educa…
The Habits of History
In this article, derived from her doctoral dissertation, the author (a teacher educator in drama in Ireland) presents her students’ initial responses to her performance of a one-woman play, “Goldilocks’s Testimony.” The play, written by the author, concerns the marginalisation of women in workplaces. In the play, women’s “real” experiences of workplace marginalisation are transposed to Fairyland. In this article, the author represents her postgra…
An autoethnographic inquiry into the role of serendipity in becoming a teacher educator/researcher
In this inquiry, the author inquires into her shifting 'self' as a researcher/teacher educator in teacher professional development.The 'self' in question is acknowledged as being historically, culturally and locally specific.It is also acknowledged as unfixed or unstable; constructed from and in response to various, and often competing, discourses.As an autoethnographic inquiry, this article presents vignettes of the self/researcher/teacher educa…
The Habits of History
In this article, derived from her doctoral dissertation, the author (a teacher educator in drama in Ireland) presents her students’ initial responses to her performance of a one-woman play, “Goldilocks’s Testimony.” The play, written by the author, concerns the marginalisation of women in workplaces. In the play, women’s “real” experiences of workplace marginalisation are transposed to Fairyland. In this article, the author represents her postgra…
Teacher-artist partnership as teacher professional development
Teacher-Artist Partnership (TAP) programmes in Ireland have, historically, tended to be ad-hoc, short-term, and underfunded. They have, moreover, lacked an explicit focus on teacher CPD. In 2014, a Government of Ireland funded initiative was set up to address these shortcomings and to explore how TAP, as a model of CPD, could support arts education in Ireland’s primary schools. The initiative involved six teachers and six artists collaborating on…
The Pull of Opposing Forces
In this article, the author conducts a retrospective interrogation of the ethical issues embedded in the development (over a 5-year period) of a one-woman play, Goldilocks’ s Testimony, about the accumulation over time of the organizational processes and practices that marginalize women in workplaces. She describes the play’s developmental trajectory, from conception through to the final performance to date as a serendipitous one. In the article,…
Deconstructing the policy narratives at the root of arts-in-education practice in Ireland
‘Arts-in-education’ and teacher-artist partnership have been a key focus of recent policy in Irish arts education. However, recent research studies have highlighted how at times these partnerships can be problematic and teachers can become sidelined when such interventions occur. This article offers a new perspective on such research by exploring how the language of policy texts and the broader neoliberal discourse in which they are framed may im…
The third space potential of an artist intervention in special education
Sociology (5 works) · Art Education and Development (4 works) · Pedagogy (4 works) · Political science (3 works) · Psychology (3 works) · The arts (3 works) · Theatre and Performance Studies (3 works) · Autoethnography (2 works) · Diverse Music Education Insights (2 works) · Epistemology (2 works)