Performing 'Hope': Authentic story, change and transformation in teacher education

摘要: This chapter describes the processes used to develop a collaborative project where arts are both enquire into and express student’s lives in performative ways. It considers issues of identity culture context education, pre-service teachers increasingly encounter enforced emphases on specific knowledge young people struggle see place for them. These strengthen communities, build trust, social cultural capital, capacity within those who participate. The provides model inclusivity rarely heard contrast always heard. Drawing together person, content ways allows opportunity students ‘see things as if they could be otherwise’ through that engage, stories matter, deep understanding flows from pedagogy making, thinking, feeling creating selves made remade.