‘It’s got to be a journey’: learning to teach First Nations content and concepts in the Australian drama classroom

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.

KEYWORDS:

• First nations content
• drama education
• teacher professional learning
• learning journeys
• collaborative auto-ethnodrama

Acknowledgments

The authors would like to gratefully acknowledge the ongoing work of artist and educator Kamarra Bell-Wykes (Yagera/Butchulla), without whom our journeys would not have crossed paths. We would also like to express our appreciation to our anonymous peer reviewers for their positive and constructive feedback. Last but very definitely not least, we would like to thank our students, colleagues, and communities for travelling with us on the road towards reconciliation.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. A drama festival exploring First Nations artworks with secondary school students, now known as the Connections Festival.

2. A professional learning program run through the Victorian Aboriginal Education Association Inc.

Additional information

Notes on contributors

Danielle Hradsky

Danielle Hradsky is a PhD candidate at Monash University, living and working on the unceded Country of the Wurundjeri Woi Wurrung peoples. She is exploring professional learning which engages teachers with the complexities of teaching for reconciliation. Danielle is a non-Indigenous Australian.

Rachel Forgasz

Rachel Forgasz is a senior lecturer in the Faculty of Education at Monash University. She is a settler Australian who lives on the unceded lands of the Gadubanud people. Rachel acknowledges that climate justice in Australia (and across the globe) is inextricably linked with First Nations justice.

Andrew Byrne

Andrew Byrne is a descendant of convicts and the GunaiKurnai people of East Gippsland, Victoria. He has been teaching Drama and Theatre for almost 10 years, has held various roles with the VCAA and is currently researching how teachers and students can produce Contemporary Indigenous Theatre in the classroom.

Jane Carter

Jane Carter has over 20 years’ experience as a Drama teacher and educator. Jane is currently Head of Arts at Mount Waverley Secondary College, and has also worked in various roles for VCAA in curriculum development and assessment. Jane’s areas of interest are Australian history and identity, and promoting First Nations content and concepts in her classroom.

Kristy Griffin

Kristy Griffin is a highly experienced artist, teacher and arts manager, having worked in many of Australia’s peak arts venues, as well as being on the current Committee of Management for Drama Victoria. She holds a BA(Hons) in Musical Theatre, a Graduate Diploma of Education and a Masters of Arts and Cultural Management. Kristy works in creative programming and thoroughly enjoys working with First Nations Elders, and supporting First Nations perspectives in theatre programming and education.

Lauren Miosku

Lauren Miosku has over 15 years’ experience as a Drama teacher and educator in the public and private sector. Lauren is currently working at Mount Erin Secondary College as part of their performing arts team and Arts Academy program. Lauren has a double degree in Education and Contemporary Arts and has worked hard over the past few years to educate herself and her students in First Nations content and histories.