How can Dorothy Heathcote's Praxis serve as a Channel for Healing in the Drama Classroom?

This paper examines the practice of Dorothy Heathcote as an active paradigm in the classroom both for the teacher and the learners. This is explored and explained in depth with reference to the work of a number of key research methodologists. The paradigm is then applied actively to the work of a contemporary classroom practitioner whose own words are used – through online audio recording ‐ to help analyse the work described