“I’m on a journey I never thought I’d be on”: using process drama pedagogy for the literacy programme

This paper argues that process drama is a productive pedagogy with multiple affordances for multiliteracies. We describe an exploratory study in which two teachers from a rural New Zealand primary school used process drama pedagogy in the literacy programme. Analysis of the initial and exit teacher interviews, lesson transcripts and transcripts of the teacher-researcher meetings demonstrated the power of using process drama. When the teachers...