Abstract
ABSTRACT In this collaborative auto-ethnodrama, six Victorian drama educators map, discuss, and reflect on their journeys of learning to teach First Nations content and concepts. Through this process, they realise that while all of their journeys have been different, they have each passed through three key landmarks: critically reflecting on/through life experiences/identity, relationships ⇔ learning, and finding joy in the moral imperative. They conclude that such journeys are necessary for educators to move beyond complying with the curriculum. The educators suggest that others might enter or continue similar journeys by reflecting and acting upon their own connections to these landmarks.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
