Using Arts-Based Inquiry and Affective Learning to Teach Indigenous Studies in a First-Year Preservice Teacher Education Course

Abstract

In this article, we discuss the role of affective learning and arts-based inquiry as a catalyst for providing transformative learning experiences in teaching social justice issues related to Indigenous cultures and histories. The research was conducted with first-year pre-service teachers studying an Indigenous Knowledges course as part of their Bachelor of Education degree at an Australian university. Student responses to the course demonstrated that this approach supported deep engagement with course concepts, commitment to collaborative learning, and an appreciation for creative use of arts and the role of affect and in transformative learning.