Possibilities and problems of using drama to engage with First Nations content and concepts in education: A systematic review

Abstract Educators around the world are increasingly considering and seeking ways to challenge their role in colonial project. Some have turned embodied pedagogies as a way encourage holistic, relationships-based learning academies which traditionally prioritise cognitive, objective knowing. This review analyses 27 studies, published between 2007 2020, that draw on drama-based engage with First Nations content concepts early childhood, primary, secondary, tertiary institutions. We found drama provides powerful but often risky unpredictable enhance student, educator, community learning, engagement, emotions, relationships. The educator’s is vital enabling or preventing outcomes contribute survival, dignity, well-being of peoples. Ethical guidelines issues must be carefully considered by anyone attempting work this complex, awkward space.