Abstract
This paper argues that drama is a critical pedagogy which facilitates a questioning perspective towards tests and the social practices of which they are part. Building on examples from preschool and early years, the paper explores how drama is uniquely placed to realise the aims of critical literacy because it focuses on making meaning, on the exploration of multiple perspectives and on tensions between different beliefs or world views
| Original language | English |
|---|---|
| Pages (from-to) | 195-207 |
| Number of pages | 13 |
| Journal | Australian Journal of Language and Literacy |
| Volume | 24 |
| Issue number | 3 |
| Publication status | Published - 2001 |