Dr Delia Baskerville

Delia Baskerville profile picture

Lecturer, Drama School of Education

Courses

Teaching in 2019

Qualifications

PhD (Education) VUW; MEd Hons (Drama) via Griffith University, B Ed (Drama) Canterbury; Diploma Teaching (Primary) Otago; ATCL (Speech and Drama) via Trinity College London.

Profile

Delia received her PhD in Education from Victoria University of Wellington in 2019. Her PhD focused on understanding young people’s experiences of truancy. A process theory of wagging emerged for a grounded theory analysis of student interviews. Delia completed her master’s research studies in Drama via Griffith University in Brisbane, Australia and her undergraduate studies in Education and Drama at Canterbury University focusing on Theatre theory and practice. Delia trained as an actor at the Free Theatre in Christchurch. She qualified as a primary school teacher after three years training in Dunedin Teachers’ College and completed her an ATCL (Speech and drama) via Trinity College, London.

After years as TIC drama in a multi-cultural, inner city secondary school, Delia became a teacher educator in 2003. She has worked in both pre-service and in-service training, in both campus-based and online delivery. Delia is an advocate of the arts, particularly drama in education.

Research Interests

Delia’s research interests have focused on drama for social change, truancy, culturally responsive pedagogy, learning science through drama, grounded theory and ethnodrama. Delia has specialised knowledge in, truancy, devising, storytelling, forum and epic theatre forms, critical friendship, culturally responsive pedagogy and grounded theory and ethnodrama research methodologies.

Current research focus

Delia is currently involved in an-arts based research project.  The Mattering project, an ethnodrama scheduled for performance by Year 12 and 13 student actors in a secondary in September 2019, is a dramatic presentation of the experiences of young people who truant. This ethnodrama, representing a spectrum of marginalised student voices from Delia’s PhD, makes the experiences of young people who truant more accessible to community members.  This will provide a catalyst for the discussion of problems identified by the young people. We intend to discover if participants’ perceptions of truancy change; what questions emerge; if this dramatization of truancy data informs action towards solving some of the problems;  and how these actions will work to support young people who truant to attend school in the future.

Supervision interests

Delia is willing to take on postgraduate students who are interested in:

  • exploring youth issues, particularly truancy
  • using ethnodrama, forum and epic theatre as forms of drama for social change
  • using grounded theory research methodology
  • learning science through drama

Publications

Courses

Teaching in 2019