Transformative classroom drama practice: What is happening in New Zealand schools?

Abstract

This article identifies four key aspects of the work of experienced drama teachers in New Zealand schools that contribute to “transformative” classroom practice: co-artistry, fostering criticality, building ensemble, and the use of lived experience and rich contexts. This exploration draws on doctoral research into the practice of six experienced drama teachers. The challenges and tensions for teachers who aspire to transformative drama practice which arise from the educational policy context in New Zealand are also considered.