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In drama, Indigenous perspectives can be embedded through culturally grounded storytelling and are required by the Australian Curriculum, yet many teachers struggle due to limited Indigenous content knowledge and concerns about permission and cultural appropriation. This qualitative focus-group study examined non-Indigenous pre-service drama teachers’ perceptions and attitudes toward embedding Indigenous perspectives in their praxis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integrating-indigenous-perspectives-in-the-drama-class-pre-service-teachers-perceptions-and-attitudes-study-findings/594212/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integrating-indigenous-perspectives-in-the-drama-class-pre-service-teachers-perceptions-and-attitudes-study-findings/594212.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address regarding Indigenous perspectives in drama?","Question",{"text":112,"@type":113},"Despite curriculum mandates, teachers struggle to integrate Indigenous perspectives because of insufficient knowledge and concerns about permission and cultural appropriation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The study used a qualitative focus group interview to determine non-Indigenous pre-service drama teachers’ perceptions about integrating Indigenous perspectives into their teaching practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What did participants believe and what challenges did they report?",{"text":121,"@type":113},"Participants believed embedding Indigenous perspectives is important, but they expressed apprehension due to challenges such as a lack of adequate training.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594212,1792144524,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Integrating Indigenous perspectives in the drama class: Pre-service teachers’ perceptionsand attitudes  \nElisa Williams and Julia E. Morris  \nSchool of Education, Edith Cowan University, Duncraig, Western Australia, 6023,  \n[email: e.williams@ecu.edu.au](email: e.williams@ecu.edu.au)  \nCurrently, educational bodies are recognising the importance of integrating Australian Indigenous cultures in education to promote intercultural understanding and improve outcomes for Indigenous students. In drama, learning about Indigenous perspectives can be integrated through sharing cultural stories, with this integration mandated by the Australian Curriculum. However, teachers are struggling to achieve this directive due to a lack of knowledge in Indigenous content and concerns surrounding permission and cultural appropriation. This qualitative study used a focus group interview to determine non-Indigenous pre-service drama teachers’ perceptions about integrating Indigenous perspectives in their praxis. Inductive analysis of the data revealed participants strongly believed in the importance of embedding Indigenous perspectives, yet felt apprehensive due to a range of challenges, including a lack of adequate training. These challenges and the participants’recommendations provide compelling evidence for initial teacher education to specifically embed learning experiences in Indigenous theatre and to provide opportunities for pre-service drama teachers to collaborate with Indigenous communities. The significance of this research points to the importance for pre-service drama teachers to be given tools to ensure that their praxis breaks the generational cycle of insufficient teaching of Indigenous perspectives in Australian schools, a cycle that has disadvantaged Indigenous children since colonisation.  \nKeywords: Indigenous perspectives, pre-service teachers, drama  \nIntroduction  \nThe inclusion of Indigenous perspectives in curricula has long been identified as a critical area for reform in Australian education policy. This is no doubt in recognition of the legacy of intergenerational educational disadvantage affecting Australian Aboriginal communities (Baynes, 2016; Beresford et al., 2012). However, the past thirty years have seen some radical improvements in Aboriginal education and, currently, there is a greater degree of bipartisanship in Indigenous affairs policy than at any other recent time (Beresford et al., 2012; Wyatt, 2020) . As a result, Aboriginal and Torres Strait Islander histories and cultures have been recognised in the Australian Curriculum as a cross-curricular priority (CCP) since 2014, meaning they must be embedded in every learning area across the curriculum.  \nIn addition, the Australian Curriculum: Drama (ACARA, 2014) puts a strong emphasis on the teaching of Indigenous histories and cultures in secondary education, with two content descriptors out of a possible seven devoted to teaching Indigenous content. Throughout the Years 7 to 10 curriculum, drama teachers are required to provide learning experiences for students to explore Indigenous drama; in  \nparticular, investigating its “expressive capacity” (ACARA, 2014 – ACADRM049) in one content descriptor and the “differing viewpoints”(ACARA, 2014 – ACADRR053) which it represents in another.  \nDespite this directive from the curriculum, teachers in Australian schools are struggling to deliver effective learning in Indigenous content (Harrison & Greenfield, 2011) . Often teachers feel they do not have an adequate understanding of Indigenous cultures and histories themselves and, even if they have, they are wary of cultural appropriation and inadvertently perpetuating stereotypes (Harrison & Greenfield, 2011; Kanu, 2005). As a result, students are often denied the opportunity for rich experiential learning and an understanding of the critical contribution Australian Indigenous peoples have made to the fabric of our national culture (Nakata, 2011) .  \nGiven the specific ma","cbCaibl1gqqDh5di","https://ap.wps.com/l/cbCaibl1gqqDh5di","pdf",374047,17,"English","# Introduction\n## Integrating Indigenous perspectives in drama as curriculum reform\n## Classroom challenges and teacher preparedness\n# Integrating Indigenous content at the cultural interface","[{\"question\":\"What problem does the study address regarding Indigenous perspectives in drama?\",\"answer\":\"Despite curriculum mandates, teachers struggle to integrate Indigenous perspectives because of insufficient knowledge and concerns about permission and cultural appropriation.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a qualitative focus group interview to determine non-Indigenous pre-service drama teachers’ perceptions about integrating Indigenous perspectives into their teaching practice.\"},{\"question\":\"What did participants believe and what challenges did they report?\",\"answer\":\"Participants believed embedding Indigenous perspectives is important, but they expressed apprehension due to challenges such as a lack of adequate training.\"}]","Integrating Indigenous perspectives in the drama class: Pre-service teachers’ perceptions and attitudes - study findings | PDF",1792078733,43]