Trajectories Of Engagement Research Articles

Longitudinal changes in home-based arts engagement during and following the first national lockdown due to the COVID-19 pandemic in the UK.

Aims:This study aimed to examine potential heterogeneity in longitudinal changes in home-based arts engagement during the first national lockdown and following gradual easing of restrictions in the UK. Furthermore, it sought to explore factors that were associated with patterns of longitudinal changes in home-based arts engagement.Method:Data were from the UCL COVID-19 Social Study. The analytical sample consisted of 29,147 adults in the UK who were followed up for 22 weeks from 21 March to 21 August 2020. Data were analysed using growth mixture models.Results:Our analyses identified five classes of growth trajectories. There were two stable classes showing little change in arts engagement over time (64.4% in total), two classes showing initial increases in arts engagement followed by declines as restrictions were eased (29.8%), and one class showing slight declines during strict lockdown followed by an increase in arts engagement after the easing of restrictions (5.9%). A range of factors were found to be associated with class membership of these arts engagement trajectories, such as age, gender, education, income, employment status, and health.Conclusion:There is substantial heterogeneity in longitudinal changes in home-based arts engagement. For participants whose engagement changed over time, growth trajectories of arts engagement were related to changes in lockdown measures. These findings suggest that some individuals may have drawn on the arts when they needed them the most, such as during the strict lockdown period, even if they usually had lower levels of arts engagement before the pandemic. Overall, our results indicate the importance of promoting arts engagement during pandemics and periods of lockdown as part of public health campaigns.

Digitally Supported Lifestyle Intervention to Prevent Type 2 Diabetes Through Healthy Habits: Secondary Analysis of Long-Term User Engagement Trajectories in a Randomized Controlled Trial.

BackgroundDigital health interventions may offer a scalable way to prevent type 2 diabetes (T2D) with minimal burden on health care systems by providing early support for healthy behaviors among adults at increased risk for T2D. However, ensuring continued engagement with digital solutions is a challenge impacting the expected effectiveness.ObjectiveWe aimed to investigate the longitudinal usage patterns of a digital healthy habit formation intervention, BitHabit, and the associations with changes in T2D risk factors.MethodsThis is a secondary analysis of the StopDia (Stop Diabetes) study, an unblinded parallel 1-year randomized controlled trial evaluating the effectiveness of the BitHabit app alone or together with face-to-face group coaching in comparison with routine care in Finland in 2017-2019 among community-dwelling adults (aged 18 to 74 years) at an increased risk of T2D. We used longitudinal data on usage from 1926 participants randomized to the digital intervention arms. Latent class growth models were applied to identify user engagement trajectories with the app during the study. Predictors for trajectory membership were examined with multinomial logistic regression models. Analysis of covariance was used to investigate the association between trajectories and 12-month changes in T2D risk factors.ResultsMore than half (1022/1926, 53.1%) of the participants continued to use the app throughout the 12-month intervention. The following 4 user engagement trajectories were identified: terminated usage (904/1926, 46.9%), weekly usage (731/1926, 38.0%), twice weekly usage (208/1926, 10.8%), and daily usage (83/1926, 4.3%). Active app use during the first month, higher net promoter score after the first 1 to 2 months of use, older age, and better quality of diet at baseline increased the odds of belonging to the continued usage trajectories. Compared with other trajectories, daily usage was associated with a higher increase in diet quality and a more pronounced decrease in BMI and waist circumference at 12 months.ConclusionsDistinct long-term usage trajectories of the BitHabit app were identified, and individual predictors for belonging to different trajectory groups were found. These findings highlight the need for being able to identify individuals likely to disengage from interventions early on, and could be used to inform the development of future adaptive interventions.Trial RegistrationClinicalTrials.gov NCT03156478; https://clinicaltrials.gov/ct2/show/NCT03156478International Registered Report Identifier (IRRID)RR2-10.1186/s12889-019-6574-y

Parent and teacher involvement and the development of students' academic engagement: A growth curve analysis over four time points.

This study sought to examine how warm involvement from parents and teachers contributes to the development of students' academic engagement, and whether the relative contributions of adults differ as students begin the transition to middle school. Trivariate latent growth curve modeling was used to examine 1011 third-sixth graders' (95% White, 52.7% female) reports of parent and teacher involvement and engagement across fall and spring of 2 consecutive school years in the United States. Even though engagement showed different patterns of normative change across grades, parents' and teachers' initial levels and changes in involvement uniquely and positively predicted initial levels and changes in student engagement, respectively. However, initial levels of adult involvement made unique negative contributions to engagement trajectories for students in some grade segments, especially those whose engagement was changing most rapidly. Students with higher initial levels of adult involvement were more likely to experience losses in involvement the following school year, making them susceptible to declines in engagement, even though they remained higher in engagement than students with lower levels of adult involvement. These findings suggest that to maintain or promote engagement over late elementary and early middle school, students need "continuity of caregiving," in which involvement from both adults is sustained or augmented over the time that engagement trajectories are unfolding.

РОЛЬ ОСОЗНАННОЙ САМОРЕГУЛЯЦИИ В ДИНАМИКЕ ПОЗНАВАТЕЛЬНОЙ АКТИВНОСТИ И КОГНИТИВНОЙ ВОВЛЕЧЕННОСТИ УЧАЩИХСЯ В ПЕРИОД ПЕРЕХОДА ИЗ ОСНОВНОЙ В СТАРШУЮ ШКОЛУ: ЛОНГИТЮДНОЕ ИССЛЕДОВАНИЕ

Background. A decrease in cognitive activity and the occurrence of various defi cits with a general decrease in a positive attitude to learning creates diffi culties in learning during the transition to high school. It becomes important to identify regulatory resources for development of cognitive activity and engagement during the period before the 9th grade, as well as at the beginning of high school. Objective — to identify the dynamics of cognitive activity and engagement during the transition from middle to high school and to assess the contribution of conscious self–regulation of eighth graders to this dynamic in the 9th and 10th grades. Sample. 156 eighth graders aged M=13.88; SD=0.445. In the 9th and 10th grades, repeated examinations were carried out using the same methods. As a result, longitudinal data was collected at three points. Methods. “Attitude to learning in middle and high school” (I.N. Bondarenko, I.Yu. Tsyganov, V.I. Morosanova). “Multidimensional scale of school engagement” (T.G. Fomina, V.I. Morosanova). Questionnaire of V.I. Morosanova “Style of self-regulation of learning activity, SRLAQ-M” (V.I. Morosanova, I.N. Bondarenko). Results. We revealed between individual diff erences in the trajectories of cognitive engagement, but they were not revealed for cognitive activity. It is shown that in order to successfully maintain cognitive activity and engagement in high school, it is important to achieve the maximum level of their development in the 8th grade, a year before the state exams. Longitudinal analysis has shown that school engagement is more associated with conscious self-regulation in comparison with cognitive activity, which signifi cantly depends on external factors. Conscious self–regulation, fulfi lling its resource role, on the one hand, makes a direct contribution to the level of development of these characteristics, on the other hand, prevents their sharp decline in case of diffi culties or temporary failures. Conclusion. Th e development of conscious self-regulation in secondary school is able to compensate for the negative trends of falling cognitive activity and engagement that occur in high school students.

A Mixed Method Evaluation of the Role of Religion in Desistance and Reentry

Literature holds that religious engagement can help prisoners cope with prison life and suggests it may affect the likelihood of recidivism. But despite agreement that religion supports identity transformation and generates social control, few studies have examined the utility of these mechanisms during both prison and reentry. The relationship between religion and desistance may be complicated by structural barriers to reentry and high rates of substance use among incarcerated populations. We address this gap using a longitudinal mixed methods design based on data collected from men in a Therapeutic Community in a Pennsylvania prison (N = 174 for quantitative analyses, N = 51 for qualitative). We use several methods to (1) compare the prevalence of psychological versus sociological mechanisms of religion in prison, (2) assess variation in recidivism outcomes by trajectory of religious engagement, and (3) explore the utility of religion in overcoming structural barriers to successful reentry.

Educators, Solicitors, Flamers, Motivators, Sympathizers: Characterizing Roles in Online Extremist Movements

Social media provides the means by which extremist social movements, such as white supremacy and anti-LGBTQ, thrive online. Yet, we know little about the roles played by the participants of such movements. In this paper, we investigate these participants to characterize their roles, their role dynamics, and their influence in spreading online extremism. Our participants-online extremist accounts-are 4,876 public Facebook pages or groups that have shared information from the websites of 289 Southern Poverty LawCenter (SPLC) designated extremist groups. Guided by theories of participatory activism, we map the information sharing features of these extremists accounts. By clustering the quantitative features followed by qualitative expert validation, we identify five roles surrounding extremist activism-educators, solicitors, flamers, motivators, sympathizers. For example, solicitors use links from extremist websites to attract donations and participation in extremist issues, whereas flamers share inflammatory extremist content inciting anger. We further investigate role dynamics such as, how stable these roles are over time and how likely will extremist accounts transition from one role into another. We find that roles core to the movement-educators and solicitors-are more stable, while flamers and motivators can transition to sympathizers with high probability. Finally, using a Hawkes process model, we test which roles are more influential in spreading various types of information. We find that educators and solicitors exert the most influence in triggering extremist link posts, whereas flamers are influential in triggering the spread of information from fake news sources. Our results help in situating various roles on the trajectory of deeper engagement into the extremist movements and understanding the potential effect of various counter-extremism interventions. Our findings have implications for understanding how online extremist movements flourish through participatory activism and how they gain a spectrum of allies for mobilizing extremism online.

Healthy body, healthy mind: Long-term mutual benefits between classroom and sport engagement in children from ages 6 to 12 years

Past research suggests that the relationship between health and schooling is axiomatic.Physical activity, including sport participation, putatively facilitates school performance. However, the direction of this link lacks clarity. We examine the mutual links between sport and classroom engagement in 452 boys and 514 girls from ages 6 to 12 years. Participants are from the Quebec Longitudinal Study of Child Development, a prospective-longitudinal birth cohort. First, trajectories of classroom engagement from ages 6 to 10 years, assessed by teachers, were generated using latent class analysis. Second, analyses of covariance (ANCOVAs) compared leisure time physical activity, self-reported by children at age 12 years, across trajectories of classroom engagement. Third, ANCOVAs compared classroom engagement, measured by teachers at age 12 years, across trajectories of extracurricular sport between ages 6 to 10 years. We identified two classroom engagement trajectories: ‘High’ (77%) and ‘Moderate’ (23%). For girls, being in the ‘High’ trajectory predicted significantly higher levels of physical activity (F(1, 966) = 5.21, p < .05). For boys, being in the ‘Consistent participation’ extracurricular sport trajectory predicted significantly higher levels of classroom engagement (F(1, 966) = 6.29, p < .05). Our analyses controlled for pre-existing individual and family factors. Our findings suggest that sport participation and engaged classroom behavior positively influence each other during childhood. They support the pertinence of investing financial resources in youth intervention so that children can develop their potential both in sporting contexts and in the classroom to foster optimal growth and development.

The longitudinal trajectories of online engagement over a full program

Student engagement has a trajectory (a timeline) that unfolds over time and can be shaped by different factors including learners’ motivation, school conditions, and the nature of learning tasks. Such factors may result in either a stable, declining or fluctuating engagement trajectory. While research on online engagement is abundant, most authors have examined student engagement in a single course or two. Little research has been devoted to studying online longitudinal engagement, i.e., the evolution of student engagement over a full educational program. This learning analytics study examines the engagement states (sequences, successions, stability, and transitions) of 106 students in 1396 course enrollments over a full program. All data of students enrolled in the academic year 2014–2015, and their subsequent data in 2015–2016, 2016–2017, and 2017–2018 (15 courses) were collected. The engagement states were clustered using Hidden Markov Models (HMM) to uncover the hidden engagement trajectories which resulted in a mostly-engaged (33% of students), an intermediate (39.6%), and a troubled (27.4%) trajectory. The mostly-engaged trajectory was stable with infrequent changes, scored the highest, and was less likely to drop out. The troubled trajectory showed early disengagement, frequent dropouts and scored the lowest grades. The results of our study show how to identify early program disengagement (activities within the third decile) and when students may drop out (first year and early second year).

Growth of fixed mindset from elementary to middle school: Its relationship with trajectories of academic behavior engagement and academic achievement

AbstractThis study investigated students' fixed mindset trajectories using 6‐year longitudinal data from the 4th grade (elementary school) to the 9th grade (middle school). The longitudinal associations between the trajectories and academic achievement with behavioral engagement as a mediator were examined using a piecewise latent growth model. The Gyeonggi Education Panel Study with 3531 Korean students was used. Fixed mindset and school engagement were measured six times at 1‐year intervals. The average score of the 9th‐grade math, English, and Korean test scores were used as the outcome variable. The results showed that the fixed mindset slightly decreased during the elementary school period (4th–6th grade) but increased in the middle school (7th–9th grade). The initial level of fixed mindset negatively predicted academic achievement through the low initial level of behavior engagement (i.e., effort exerted, attention, and involvement in academics). The slope of a fixed mindset in the elementary school period did not influence academic achievement in the 9th grade. Conversely, the slope of a fixed mindset in the middle school period affected academic achievement through the slope of behavior engagement in the middle school period. The results indicated that trajectory patterns of fixed mindset were differentiated depending on the school level. An increase in students' fixed mindset in middle school plays a significant role in decreasing classroom engagement and academic achievement.

Two Paths of Glory — Structural Positions and Trajectories of Websites within Their Topical Territory

We analyze the structure and processes of reputation building in a sample of Internet communities. Our approach uses a corpus of around 9,000 'active' French websites and blogs which have been manually labeled as belonging to a specific topical territory, such as "cooking", "crafts", or "politics". We propose a typology and map of the various structural positions that these websites may hold within their territory. This typology is essentially based on their authority status in terms of in- and out-going links and depending on whether those links come from/to outside their origin territory or not. Behind the unifying notion of "territory", we may therefore distinguish several distinct topological structures for each topic. Building upon dynamic data spanning over a period of 10 months, we are then able to exhibit characteristic trajectories of engagement into each territory and, more broadly, reputation building on the web. In particular, we suggest that there are two opposing approaches in building up online authority: either by progressively developing reputation from within the territory - thereby moving 'up' through a typical online ladder - or by exploiting fame that had been aquired prior to one's blogging activity. This descriptive model makes it possible to carry a sociological analysis of the variety of resources mobilized by bloggers to build their online reputation (relational authority, prestige, institutional support, commercial support, ...). We eventually illustrate both this phenomenon and specific successful trajectories to fame through a comprehensive study of a selection of topical territories.

Towards a Future with Greater Freedoms for All

This article engages the work of one of South Africa’s foremost scholars in religion and law—the late Prof. Mary-Anne Plaatjies-Van Huffel. Towards the end of her life, Plaatjies-Van Huffel published a number of important articles on themes related to religion and law. In this article we shall trace the biographical and academic antecedents to these later works. The article shows how her dedication to justice, peace and integrity (to borrow a phrase from the World Council of Churches) developed through particular methodological and theological commitments. The article concludes by offering some tentative insights into where her work may have gone, had she lived to follow the same trajectory of a post-structuralist historiographic engagement with power to deconstruct gender abuse, safeguard minority rights, and cultivate inter-religious cooperation.

Thick times – transformation, activism and HIV in Poland

ABSTRACT In this paper, the author explores the entanglements between time and HIV/AIDS activists’ biographies in Poland. More specifically, the aim is to analyse how people living with HIV, activists, professionals, therapists – all of them engaged in constructing and shaping HIV/AIDS policy worlds – experienced the first years of responding to the epidemic and how they frame these past experiences from the present perspective. By looking at different biographies and trajectories of engagement in the HIV/AIDS field, the author examines how various actors conceptualize and reflect upon the ‘thick times’. The intersection of the first responses to the epidemic with transitional changes taking place in Poland in the early 1990s is crucial for understanding the notion of ‘thick times’, its ambivalences and ways in which activists frame their experience from that period.

Development of school engagement and burnout across lower and upper secondary education: Trajectory profiles and educational outcomes

Inter- and intraindividual differences in Finnish adolescents’ developmental trajectories of school engagement and burnout (exhaustion, inadequacy, and cynicism) and their associations with students’ concurrent progression in mathematics performance and educational aspirations were investigated in an accelerated longitudinal study design spanning ages 13–17 (N = 1131, 50.9% girls). Growth mixture modeling analyses identified four distinct trajectory profiles: Positive academic well-being (high and stable engagement, low and stable burnout), Negative academic well-being (low U-shaped engagement, increased burnout), Disengaged (low U-shaped engagement, but also low and stable burnout), and Declining academic well-being (declining but U-shaped engagement, increasing burnout). Most students experienced a positive change in their trajectories after entering upper secondary education. Furthermore, students in the Positive academic well-being group performed better and progressed faster in mathematics and reported higher educational aspirations. Students in the Declining academic well-being group started out with high performance and aspirations, but they progressed at a slower rate in mathematics and lowered their aspirations over time. The Disengaged students’ performance progressed at the slowest rate of all groups, and they had one of the lowest educational aspirations overall. Lastly, students in the Negative academic well-being group performed the lowest in mathematics, and had one of the lowest aspirations for future educational degrees.

Changes to the playing field: A contemporary study of actual European online sports betting.

Background and aimsOnline sports wagering is a popular and still growing gambling activity around the world. Like other types of gambling, it can lead to problems that include devastating financial, social, and health-related harms. The first analysis of actual online sports wagering activity (LaBrie et al., 2007) suggested that levels of financial and time involvement were more moderate than anticipated from earlier self-report studies. However, these findings are now more than a decade old.MethodsThe current study examined actual online sports wagering activity of a similar cohort of 32,262 gamblers who subscribed to a European online betting platform in February 2015 to understand how sports betting might have changed in ten years. Measures included subscriber characteristics, betting activities, and transactional activities.ResultsPlayers placed a median of 15 bets during the 8-month study period, made a median of 2.5 bets per betting day, had a median bet size of 6.1 euros, and experienced a median net loss of 25 euros. We were able to distinguish highly involved bettors in the top 2% of total wagered, net loss, and number of bets, whose behavior differed from that of the rest of the sample.Discussion and ConclusionsSports wagering behavior has remained relatively stable over time despite legislative changes and an increase in popularity, with a small subset of subscribers exhibiting disproportionately high engagement, transactional activity, and in-game betting. Further investigation of individual trajectories of wagering behavior and engagement with different types of sports wagering products is merited.

Transnational Diaspora Engagements in HIgher Education:

The literature on diaspora engagement in higher education focuses on broadenvironmental, policy, and institutional issues as critical determinants ofthe scope and efficiency of engagement. Using data from interviews with 16Ethiopian diaspora academics in the United States, this article undertakesa micro-examination of factors in their personal spaces and immediateenvironment that influence such engagement. Using a phenomenologicalapproach, it examines how professional, personal, familial and otherindividual attributes shape the trajectories of diaspora engagement. Itdemonstrates how nuances in personal and micro-environmental factorsshape motivation for, and sustenance of, engagement, while they maintaina complex and interdependent relationship. The article concludes byhighlighting the importance of a holistic approach to the study of diasporaengagement in higher education that pays attention to personal and microenvironmentalfactors as well as institutional, legal, and political issues.&#x0D; Key words: Ethiopia, Ethiopian diaspora, diaspora engagement, highereducation, transnational engagement

Recruitment and disengagement: two sides of the same coin or different phenomena?

We investigate the disengagement of four former activists of the Landless Rural Workers Movement (Movimento dos Trabalhadores Rurais Sem Terra—MST) in Brazil. The MST is the largest Brazilian social movement and has mobilized activists for over 30 years. The trajectories of recruitment, participation and disengagement of its activists serve as emblematic cases for the study of disengagement in social movements in general. This research contributes to the understanding of the activists’ disengagement from a social movement, a phenomenon that has been little studied. It sheds new light on the study of disengagement in two ways. First, some characteristics of the MST, in particular that many activists live in tight-knit communities, children participation and the activists’ long-lasting participation, open up new possibilities for the analysis of factors that influence disengagement pointed out in previous studies. In addition, the analysis of former activists’ whole trajectories of recruitment-participation-disengagement allows us show that considering disengagement as the analogous process as recruitment cannot explain all of its aspects. Given that the reasons that make someone leave a movement are, not always, the same that made someone join it. A multiple-case study design was used. The semi-structured interviews encompassing the engagement trajectories of the former activists served very well to the purpose of evidencing the multi-level character of the disengagement decision-making. Our analysis reveals how the social context, the movement and the activists’ personal characteristics in conjunction play a pivotal role.

Patterns of participation and non-participation in learning in mid-life and their determinants

ABSTRACT The literature on educational choices and participation has tended to focus on youth and to some extent on older adults, with little attention to the group in between. This paper therefore analyses participation in various types of learning by people in their 30s and 40s. This group are often juggling career and family life commitments meaning that there are substantial barriers and time constraints on learning participation. We draw on large-scale quantitative longitudinal data for Britain to examine the trajectory of engagement with learning using latent class analysis to identify patterns in the data and regression modelling to investigate explanatory factors. We show that both highest qualification reached by their early 30s and participation in learning activities of some kind in young adulthood are key antecedent factors predicting higher chances of participating in learning in mid-life. The research confirms the importance of cumulative processes in learning as in other aspects of the lifecourse.

An Evaluation of Dual Systems Theories of Adolescent Delinquency in a Normative Longitudinal Cohort Study of Youth

Dual systems theories of adolescent risk-taking propose that the socioemotional and self-regulation systems develop at different rates, resulting in a peak in sensation-seeking in adolescence at a time when self-regulation abilities are not yet fully mature. This “developmental imbalance” between bottom-up drives for reward and top-down control is proposed to create a period of vulnerability for high-risk behaviors such as delinquency, substance use, unprotected sex, and reckless driving. In this study, data from the Swiss longitudinal normative z-proso study (n = 1522, n = 784 male; aged 11, 13, 15, 17, and 20) were used to test whether the presence of a developmental imbalance between sensation-seeking and self-regulation is associated with trajectories of engagement in delinquency across early adolescence to adulthood. Using a latent class growth analysis of sensation-seeking, self-regulation, and delinquency, it was found that a model with 3 classes was optimal in the whole sample and male sub-sample, including one class characterized by a developmental imbalance and corresponding adolescent peak in delinquency. In females, there was no evidence for a class that could be described according to the trajectories hypothesized in dual systems theory. This study’s results support the claim that a developmental imbalance may drive an adolescent increase in delinquency. However, this applies only to a small subgroup of individuals, particularly males.

The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories

This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1= 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized tests for math achievement. Latent growth models revealed that closeness positively and conflict negatively predicted students' school engagement. Furthermore, adolescents' behavioral and emotional engagement, and disaffection in particular, played an important role in predicting achievement within the same schoolyear. Moreover, increases in behavioral disaffection and emotional engagement aligned with reduced and steeper increases in achievement between Grade 7 and 9, respectively. In general, this study underscores the importance of adolescents’ affective teacher-student relationships for their engagement in school, and the role of school engagement in predicting achievement.

A Dramaturgy of Feeling: Exploring Indigenous concepts of knowing through multimodal aesthetics

Aboriginal and Torres Strait Islander artists are developing dramaturgies that immerse audiences within multimodal stagings, resonating with and imparting an embodied experience of Indigenous Australian ontologies. While use of onstage multimodal expression­­–combining verbal storytelling, dance, visual art, craft making and song– has been a feature of performance traditions the world over, here, it is expressly deployed at the service of reinforcing ancient storytelling traditions as distinctively Indigenous forms of performative expression, in opposition to Western conventions that centralise dialogue as carrier of dramatic exploration. As a celebration of survival and resilience of the Eora Nation (i.e. the 29 First Nation clans of the Greater Sydney Region), the radical dramaturgy of Anita Heiss & Wesley Enoch’s play I Am Eora (2012) centralises emotion as the key vector along which performers drew audiences into the cosmos of Eora community building. Rather than engaging dialogue as a source of information and orientation, Enoch’s staging relied on group choreographies, musical delivery and monologues that were accompanied by evocative visual design and inscription practices. These triggered an oscillating trajectory of emotional engagement that took audiences on a journey that produced an emotional connection to the concept of Eora communal identity. The article closely traces the activation of senses in I Am Eora’s staging, encompassing olfactory, visual and auditory stimulation and kinaesthetic resonance. It considers their integration within the play’s dramaturgical framework, connecting it to Bill Neidjie (Gagudju)’s philosophy of feeling and theories of relational identity as relayed by American-Australian scholar Deborah Rose. The article explores how perception is leveraged in I Am Eora to shift audiences’ habitual relation to First Nation subjects, developing coordinates for a reconfigured socio-political engagement beyond the theatre space.