An Autophenomenological Exploration of Aboriginal Issues With Preservice Teachers Through Drama at a Canadian University

• In Event: Millennium Hotel Roundtable Session 12
  In Roundtable Session: Arts Education in Higher Education

Abstract

This research explores the experiences of pre-service teachers enrolled in a Drama Education course at a Canadian University. Participants wrote, presented and reflected on exploring a critical Canadian Aboriginal issue through drama. Post-class interviews, journal reflections, class assignments, photos and performances are all forms of data collected during this phenomenological case study. A color-coding scheme was used to categorize and then analyze data leading to the identification of: healing; art for advocacy; embodiment and appropriation; and racism being identified as the major themes. Understandings were then derived in relationship to the question: How are agency and intersubjectivity connected to the learning experiences of participants in a drama education class exploring Aboriginal issues?

Author

• Mindy Roberta Carter, McGill University