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