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Jo Raphael

Jo Raphael (B.Ed, M.Ed, PhD, SFHEA) is Senior Lecturer in Arts Education (Drama) in the School of Education at Deakin University, Melbourne, Australia. She is actively involved in teaching and researching in schools, community and higher education settings within Australia and internationally. She is Artistic Director of Fusion Theatre, an inclusive community-based theatre company, that provides a welcoming creative space of belonging for artists with disability. 

Jo’s areas of research and publication include applied theatre, drama as pedagogy, inclusive education and teacher education. In her practice she applies drama as a pedagogy for learning across the curriculum including in science, humanities, and sustainability education, working within diverse contexts including cultural institutions such as museums and galleries. Jo has received awards for teaching excellence including an Australian citation for Outstanding Contributions to Student Learning and was made Senior Fellow of the Higher Education Academy in 2018. 

Jo’s research draws on arts-based and participatory action research methods that are inclusive of participants as co-researchers and collaborative arts-based autoethnography as part of a commitment to developing a community of practice amongst teachers and teacher education colleagues. 

Jo has provided over 20 years of service to Drama Victoria and Drama Australia, peak professional associations for drama educators and was awarded the Council of Professional Teaching Associations of Victoria Outstanding Professional Service Award in 2013. She has held several roles with these organisations including leading, co-ordinating and contributing to national projects, offering professional learning for drama teachers, and as editor of the Australian Drama Education Magazine. She is a Life Member of Drama Victoria and is currently President of Drama Australia.








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Time to Act:  harnessing drama and theatre in education for planetary wellbeing
Working Title

We live in uncertain times when the planet is facing unprecedented challenges. It is time to act, to attend to ideas for planetary wellbeing- not just to find harmony for humanity, but to live in harmony with the wider planetary ecosystem that our existence relies on.

There are opportunities for harnessing drama and theatre for building connections between people and ideas, and for critically examining the times to understand what is needed now. Drama and theatre provide opportunities for participants to creatively collaborate, and to collectively imagine alternative futures. A drama process for collaborative futures thinking, or as an active verb, ‘futuring’, can be productive for finding solutions, as well as having psychological benefits for wellbeing.

Drama and theatre also allow for the examination and understanding of complex socio-environmental issues from multiple perspectives, including from a more-than-human perspective. If we are to solve these complex issues, we need to understand them from all perspectives. A drama approach, involving taking on roles, and affective learning, leads to empathic understandings and an attitude of caring necessary for taking action towards environmental justice.

As drama educators, we need to harness our art form of drama to respond to planetary wellbeing within many diverse education contexts. Drama education projects will be shared to illustrate these ideas in practice. Possibly including:

  • Time to Act- a project that brings teachers together to develop ideas for drama approaches to sustainability and climate change education for students from early years through to secondary and tertiary. (Drama Victoria and Deakin University)

  • Museum of the Future - A process of drama for ‘futuring’ will be described, allowing participants to imagine alternative futures and take the steps that might be necessary to realise them. (Deakin University)

  • The Weathering Project – A community theatre project with people with diverse abilities based on resilience in uncertain times. (Fusion Theatre)

The keynote will draw on contemporary theories of the arts and futuring, eco-pedagogy (Misiazek 2023), as well as earlier philosophers including ideas on the power of the arts (drama) for releasing the imagination- moving beyond the ‘what is’ to the ‘what might be’ (Greene, 2000). 

This keynote will open up conversations about drama and theatre education and offer new ways for thinking and teaching about the changing times in which we are living and ideas for working creatively towards hopeful futures.




运用戏剧和剧场建立人与这一理念之间的联系,批判性地审视当前时代,以了解现在需要什么。戏剧和剧场为参与者提供了创造性合作,并共同构想未来更多可能性的机会。在戏剧运作的过程中展开对未来的思考,或是理解为一种行为动词“未来规划 (futuring)”,这对找到问题解决方案,及收获幸福的心理效应都非常有益。





  • "行动起来"—— 一个将教师聚集在一起,为从幼儿到中小学和高等教育的学生开发可持续性和气候变化教育的戏剧方法的项目(澳大利亚维多利亚戏剧协会和迪肯大学)

  • "未来博物馆"—— 将描述一种用于“未来规划”的戏剧过程,让参与者想象未来的可能性并采取相关必要的的步骤去实现它们(迪肯大学)

  • "气象项目"—— 一个基于不确定时期的社区戏剧项目,与具有各种才能的人共同探“抗逆力”(融合剧院)


主题演讲将借鉴当代艺术和未来规划的理论,生态教育学(Misiazek 2023),以及早期哲学家的思想,包括关于艺术(戏剧)释放想象力的力量的思想,超越“现实是什么”而达到“可能是什么”(Greene,2000)。



Congress themes addressed

1.Sharing Global Drama Education Experience and practice

2.Exploring emerging possibilities and scenarios for drama education

3.Widening drama education conversations

The keynote will also respond to the overall theme of: A Harmonious World —  Constructing a harmonious Cultural, Artistic, and Spiritual Home for Humanity through Drama and Theatre.

It is focussed on a sustaining a home for humanity to help achieve a more harmonious future.

  1. 分享全球戏剧教育经验与实践

  2. 探索戏剧教育的新可能性和应用场景

  3. 拓宽戏剧教育的交流与对话



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