Stories of Teaching on a Conceal and Carry Stage: A Dramaturgical Narrative Inquiry

Abstract

The story of a mass shooting occurring on the place of school seems to be a common one in contemporary American cultural narrative. One of the more controversial solutions offered within this narrative is allowing citizens to protect themselves through the practice of conceal and carry. The practice of legally allowing individuals to conceal and carry a firearm while at the place of school and in the place of class is at the cornerstone of this research inquiry.

This qualitative research study employs a dramaturgical narrative approach to explore the daily lives of full-time community college faculty members. In figuratively living alongside full-time faculty members and listening to their stories, the author was able to simulate teacher experience on a three-dimensional inquiry stage. Employing traditional narrative methods and embodying experience metaphorically through a dramaturgical orientation allowed the researcher to understand faculty members' attitudes, feelings, and understandings of performing in a space that legally allows concealed weapons.