Abstract The aim of this article is to provide primary teachers with effective ways of engaging in drama processes to affirm diversity and to promote inclusive education in regard to cultural and linguistic diversity. It is informed by, and a response to, the ‘cultural and linguistic’ section within the recently revised version of the Drama Australia Equity and Diversity Guidelines to which both authors contributed. It examines some ways in which recommendations and advice provided within the document can be enacted in primary schools through the use of drama education methods, in particular dramatic storytelling and process drama. Through their work the authors have found that drama techniques and processes can be highly effective in developing understandings of cultural and linguistic diversity within primary schools. By way of illustration this paper also focuses on the findings of a recent PhD project conducted by one of the authors, which focused on the education of pre-service primary teachers in the use of drama techniques to explore cultural identities and linguistic diversity. Specifically, it examined the roles culturally specific oral arts forms, including participatory storytelling (in this instance stories from South African cultures) can play in supporting drama pedagogy and intercultural understanding of pre-service primary teacher candidates and how they can transfer this knowledge to their teaching.

中文翻译：

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多样性对话：探讨教育戏剧技术在确认多样性和支持小学包容性教育实践中的作用

摘要本文旨在为小学教师提供有效的参与戏剧过程的方法，以确认多样性并促进有关文化和语言多样性的全纳教育。两位作者都对《戏剧澳大利亚平等与多样性指南》的最新修订版中的“文化和语言”部分做出了回应，并对此做出了回应。它研究了通过使用戏剧教育方法，特别是戏剧性的故事讲述和过程戏剧，可以在小学中制定文件中提供的建议和建议的一些方式。通过他们的工作，作者发现戏剧技术和过程可以有效地提高小学对文化和语言多样性的理解。作为说明，本文还重点介绍了一位作者最近进行的一项博士项目的发现，该项目的重点是在职前小学教师使用戏剧技术探索文化身份和语言多样性的教育。具体而言，它研究了文化特定的口头艺术形式的作用，包括参与式讲故事（在这种情况下，来自南非文化的故事）在支持戏剧教学法和跨文化对职前小学候选人的理解方面可以发挥的作用，以及他们如何将这些知识转移到他们的学习中。教学。