Metaxis moments prompted by authentic questions in primary classroom contexts

Abstract

ABSTRACT Metaxis offers a powerful, yet elusive space for learning. We argue that authentic questions can provoke compelling metaxis moments where students and their teachers straddle two worlds at one time: the fictional and the real. We report findings from two New Zealand research projects in primary schools where we investigated the precursors to metaxis moments in process drama. We analysed lesson plans (LP) and group meeting, lesson and individual interview transcripts through a sociocultural lens. We present two vignettes to illustrate the interplay between metaxis moments, process drama pedagogy and authentic questioning when exploring issues of global concern.