The Possibilities and Limitations of Using Drama to Facilitate a Sense of Belonging for Adult Refugees, Asylum Seekers and Migrants in East London
Abstract
There is symbiosis between theatre and belonging. This thesis examines the ways in which a
sense of belonging can be more effectively facilitated for adult refugees, asylum seekers,
migrants and their families through drama practices rooted in a relational ethic of care.
Findings engendered by practice-based research projects in the London Boroughs of Hackney,
Barking and Dagenham and Redbridge are articulated by this thesis. These projects, carried
out between 2008 and 2010, were framed as creative approaches to English language learning
and were developed in partnership with the charities Lifeline Projects and the Open Doors
Project. They modelled access for all regardless of age or English speaking ability, focusing on
participant-centred play and improvisation.
At the beginning of the twenty-first century, the impact of UK government policy on the lived
experience of refugees, asylum seekers and migrants and their negative representation across
different media has resulted in a need to develop alternative strategies for support that work
in conjunction with agencies and voluntary sector organisations and fulfil a need for a sense of
belonging from their clients. My methodologies have included practice-based research, interviews with participants and
other practitioners and reading across the fields of performance studies, relational ethics,
psychology and education. I identify ‘practice’ in practice-based research as professional
practice consonant with the fields of health and social care. The theoretical frameworks I am working within include: Brown’s (2010) definition of genuine belonging; Pettersen’s (2008)
mature, reciprocal care; Maslow’s (1954) hierarchy of need; Krashen’s (1983) theory of adult
second language acquisition and Thompson’s (2009) argument for the radical potential of joy
and beauty. The thesis addresses the need for a greater understanding of the practices which
generate authentic belonging in drama and second language education outside a formal
education context.
Authors
Smith, AnneCollections
- Theses [3702]