Using Process Drama within a Knowledge Processes Framework to Promote Aboriginal Students' Literacy Outcomes

Exley, Beryl E. (2005) Using Process Drama within a Knowledge Processes Framework to Promote Aboriginal Students' Literacy Outcomes. In Young, Janelle (Ed.) Pleasure Passion Provocation. Joint National Conference AATE & ALEA 2005, 1-4 July, 2005, Gold Coast, Australia.

PDF (80kB)


The issue of literacy outcomes for Aboriginal students has many facets, including, but not limited to: what literacies should be promoted through schooling; who can provide literacy instruction to Aboriginal students; and what pedagogic practices might be enacted. This paper considers these interrelated issues and then suggests how process drama can be used effectively by non-Aboriginal teachers in an attempt to respond to Nakata's (2003, p. 13) plea that teachers must resist 'the simplification and reduction of literacy goals to functional literacies'. In particular, attention is drawn to ways of knowing, delineated by Kalantzis and Cope (2004) as four knowledge processes: experiencing, conceptualising, analysing and applying. A practical application of how this framework can be applied through pedagogic practice is outlined and discussed. The focus is on the multimodal designs of meaning that can be made available through process drama, namely, visual, audio, gestural and spatial designs.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

2,158 since deposited on 08 Jul 2005
153 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 1793
Item Type: Conference Paper
Refereed: Yes
Keywords: Knowledge processes framework, process drama, literacy outcomes, Aboriginal students, Kalantzis, Cope, multimodal designs
ISBN: 1875659196
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2005 (please consult author)
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 08 Jul 2005 00:00
Last Modified: 03 Mar 2011 05:41

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page