Abstract
This article explores a researcher's experience in a drama-based project that focused on community building and conflict resolution strategies within an elementary school setting. The researcher questions the nature, place, role and expectations of a researcher/observer. In re-examining and reflecting on her field notes she realizes how her situation as a researcher holds parallels to the role of a bystander in bullying situations. Through literature on bullying, drama education, Shakespeare, as well as autobiographical reflections, the article shares a context that sheds light on the complexity of being a researcher.
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