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Descriptors:
Personal Narratives; Refugees; Theater Arts; Victims of Crime; Drama

Abstract:
An emphasis on personal narratives characterises a great deal of participatory theatre practice with refugee groups. It is important to understand how these narratives are conditioned by bureaucratic performance if practitioners are to avoid re-enactments of victimhood in participatory projects. Bureaucratic performance concerns the legal and juridical structures that exist beyond the theatre within which asylum seekers' stories are created. These structures require narratives of persecution if the asylum seeker is to be successful in his or her claim for asylum, and such narratives often make their way into participatory work. By examining three scenes from the play "A Letter from Home," it is possible to identify different approaches to the presentation of personal narrative in performance. The most positive of these approaches served to undermine the figure of the refugee as a victim, at the same time as it productively destabilised some of the boundaries between participant and facilitator. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citizenship; Ceremonies; Knowledge Level; Teaching Methods; Foreign Countries; Higher Education; Citizenship Education; Models; Citizenship Responsibility; Patriotism; Immigrants; Audiences; Student Attitudes; Class Activities; Drama; Public Policy; Tests

Abstract:
Compulsory citizenship tests and ceremonies are some of the ways in which new British citizens must prove their commitment to their adopted nationality. Existing citizens, on the other hand, have to make no such outward show of commitment; neither do they have to prove any level of knowledge about the UK in order to claim their citizenship. These differing relationships to citizenship create different relationships to ideas of nation, nationality and belonging. This paper will examine two approaches to performances of citizenship. The first one was encountered in a citizenship ceremony in Manchester registry office and demonstrates a largely epistemological approach to citizenship. The second one was in a teaching situation with British undergraduate drama students, where a more ontological approach to citizenship was observed. Examining these two models of the pedagogy of citizenship through the lens of performance allows for a more subtle and complex understanding of current discourses of citizenship and belonging. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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