Abstract This article explores the experiences of two research assistants and an assistant professor involved in teaching and research in Curriculum and Instruction in Drama Education, a course for pre-service teachers at a Canadian University. Direct observations, field notes, student journals, participant interviews and an in-depth analysis of one student group’s creation and performance led to the understanding of the significant role of drama education in fostering community amongst pre-service teachers. Informing the research findings is a conversation about the social postmodern notion of community that fosters a sense of belonging, trust, and safety. The foundations of community within drama education specifically prompt deeper considerations for inclusion, collaboration, and empowerment in education allowing for the conception of ‘human subject in pursuit of themselves’.

中文翻译：

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通过戏剧教育建设课堂社区

摘要本文探讨了两名研究助理和一名助理教授在戏剧教育课程和教学中参与教学和研究的经验，该课程是加拿大大学的职前教师课程。通过直接观察，现场笔记，学生日记，参与者访谈以及对一个学生团体的创建和表现的深入分析，使人们了解了戏剧教育在职前教师中促进社区发展的重要作用。告知研究结果是关于社区的后现代社会观念的对话，这种观念促进归属感，信任感和安全感。戏剧教育中的社区基础明确提示了对包容，合作，