Abstract
The lived experience of dis/abled drama therapists and drama therapy students is understudied. This article examines the experiences of four dis/abled researcher-participants via a phenomenological study, utilizing a critical dis/ability lens and an Emancipatory Educational Action Research framework. Through a series of interviews and a focus group, researcher-participants shared their experiences as dis/abled drama therapy students in training. Data were analysed using inductive qualitative analysis through an iterative process. The results revealed how the use of power within academic systems can both help and harm students. Uses of power and how they intersect with different aspects of being a dis/abled student and clinician in training are further explored. Suggestions for professors and others in positions of power are provided.
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