Abstract
The purpose of this study has been to investigate whether applied drama and theatre can facilitate arenas and methods to support identity-construction, particularly favorable to an intercultural context, investigated through the concept of narrative identity. Identity and identity processes may be extra challenging to people with intercultural backgrounds. Research underpin that how you master your identity affects how you master your life. A participatory action research design, emphasizing the negotiation between theoretical and practical perspectives and different stakeholders was used to address the research question within the setting of intercultural applied theatre projects and aesthetic teacher education. The interpretations and analysis show that aesthetic processes of staging life stories (narratives), facilitate exploring, constructing, re-constructing and meta-reflecting on one's own identity, suggesting that a flexible identity may be an essential tool, a life skill, for people that live in an intercultural context so that they can participate in society in a meaningful and autonomous way.(Published: 13 January, 2017)Citiation: H.M. Haraldsen and S. Ingul. Negotiating Narrative Identity in Intercultural Contexts - the Role of Applied Theatre. Journal for Research in Arts and Sports Education, Vol 1, 2017, pp 69-82. http://dx.doi.org/10.23865/jased.v1.536
Highlights
Most areas of our society need intercultural cooperation and dialogue in order to maintain a sound and inclusive democracy
The aim of the study is to investigate how the teaching artist / drama teachers of two applied theatre projects in intercultural settings perceive that they facilitate the development of narrative identity in their participants
We address the methods of Solidarity Forum Theatre (SFT) and TekstLab Ung as examples of exploring and developing narrative identity
Summary
Most areas of our society need intercultural cooperation and dialogue in order to maintain a sound and inclusive democracy This is important in the field of education in order to ensure a safe and productive daily life for all students. The aim of the study is to investigate how the teaching artist / drama teachers of two applied theatre projects in intercultural settings perceive that they facilitate the development of narrative identity in their participants. Our research question is: What experiences do the teaching artist / drama teachers of two chosen applied theatre projects in intercultural contexts acknowledge when it comes to their participants’ exploring, constructing, re-constructing and metareflecting their narrative identity?. Before we proceed to the study, we will start by contextualizing construction and negotiation of narrative identity in late modernity and outline the main aspects of the theory of narrative identity
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