Dramatic engagement reconsidered

This article draws upon a reflective memo developed as a result of research conducted in a primary classroom more than ten years ago to revisit and reconsider the notion of dramatic engagement. By reflecting on the ideas created in the original memo, and the data that underpinned it, a revised view of this concept is revealed, focusing on its meaning-making dimension as opposed to the observable, external qualities often associated with engagement. In addition, the importance of participants maintaining awareness of the actual world as they work collaboratively to co-construct the dramatic one is highlighted.