Go to content
Author(s) + contact information
The Possibilities and Limitations of Using Drama to Facilitate a Sense of Belonging for Adult Refugees, Asylum Seekers and Migrants in East London
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.
Key words
Drama, refugees,   asylum-seekers, migrants
Other interesting information
Interest for the project
Contributor´s name + email
Stéphanie Barillé - stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Back to content