"Investigations of social issues - the destruction of the rain forest or the porblems of the Third World, however important or topical in themselves - are unlikely to be easily transformed into effective pre-texts for the growth of a dramatic world. In exploring these issues teachers may employ drama strategies that are capable of evoking imagined worlds, but these worlds will not floruish if they are inhabited predomnantly for didactic purposes. Under these conditions the drama activities may still retain a potential dramatic dimension, but it will be almost impossible for this dimension to develop within the constraints of the teacher's prescriptive goals. However, even in such limiting circumstances, it is conceivable that the students may experience the excitement and potentiality of an active, collaborative means of processing and representing their understandings." (O'Neill 1995: 8)