University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/45734 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. Library Declaration and Deposit Agreement 1. STUDENT DETAILS Please complete the following: Full name: Bethany Nelson University ID number: 0657590 2. THESIS DEPOSIT 2.1 I understand that under my registration at the University, I am required to deposit my thesis with the University in BOTH hard copy and in digital format. The digital version should normally be saved as a single pdf file. 2.2 The hard copy will be housed in the University Library. 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Student’s signature: ate: 1/1/2012 JHG 05/2011 Drama and Multiculturalism: Power, Community and Change By Bethany Nelson A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education University of Warwick, Institute of Education, August, 2011 1 Table of Contents List of Tables 8 Acknowledgements 9 Declaration of Publications 10 Abstract 11 Chapter One Introduction 12 1.1 My Interest in the Topic 12 1.2 Research Design 14 1.3 Preliminary Study 15 1.4 Phase One: Process Drama 15 1.5 Phase Two: Playmaking 16 1.6 Research Methods 17 1.7 Structure of the Dissertation 18 1.8 Conclusion 18 Chapter Two Literature Review 20 2.1 The Ideology Dilemma 21 2.1.1 Contested Spaces 25 2.1.2 Philosophical Options 27 2.1.3 Discussing Fraser 30 2.2 Ideologies in Schools 35 2.2.1 Schools and Social Reproduction 35 2.3 Schools as the Solution 39 2.3.1 The Role of Curriculum 42 2 2.4 Ideologies of Community 44 2.4.1 Discussing Bauman 46 2.4.2 In Defense of Community 51 2.5 The Role of Applied Theatre 52 2.5.1 Concerns 57 2.6 Conclusion, Part 1 59 2.7 Community and Power 60 2.7.1 Constructions of Power 61 2.7.2 Power and Action 62 2.7.3 Sense of Community 63 2.7.4 Communal Power Orientation 64 2.7.5 Concerns 65 2.8 Conclusion, Part 2 66 Chapter 3 Methodology 68 3.1 Project Overview 68 3.2 Theoretical Underpinnings 69 3.2.1 Social Constructivism/Constructionism 71 3.2.2 Case Study 73 3.2.3 Grounded Theory 75 3.2.4 Inductive Analysis 77 3.2.5 Critical Change Theory 78 3.3 Reflexive Practice for Researchers 80 3.3.1 Teaching, Critical Change Theory, 83 and Reflectivity 3 3.3.2 My Orientation 84 3.4 The Road Not Taken 87 3.5 Methods 90 3.5.1 Data Collection 90 3.5.2 Interviews 91 3.5.3 Obtaining Access and Consent 92 3.6 The Preliminary Study 93 3.6.1 Preliminary Study Design 94 3.6.2 Preliminary Study Interviews 98 3.6.3 Coding Categories 98 3.6.4 Lessons Learned 100 3.7 Phase One Design 102 3.7.1 Survey 109 3.7.2 Coding Categories 110 3.7.3 Lessons Learned, pt. 2 111 3.8 Phase Two Design 112 3.8.1 Interviews 118 3.8.2 Data Collection and Triangulation 119 3.8.3 Coding Categories 119 3.9 Concerns, Ethical and Otherwise 121 Chapter 4 Data Analysis of the Preliminary Study 122 4.1 Introduction 122 4.2 Project Design 123 4.3 Observation 124 4 4.3.1 Community 128 4.4 Preliminary Study Interviews 131 4.4.1 Coding Categories 132 4.5 Constructions of Power 133 4.5.1 Social Power 136 4.6 Power and Action 137 4.7 Sense of Community 138 4.8 Communal Power Orientation 143 4.9 Negative Cases 146 4.10 Limitations of the Analysis 148 4.11 Conclusion 149 Chapter 5 Data Analysis of Phase One: Process Drama 152 5.1 Introduction 152 5.2 Project Design 153 5.3 The Pre-Project Observation 156 5.3.1 Classroom Community 157 5.3.2 Student Constructions of Power 160 5.3.3 Community and Power 161 5.4 Pre-Project Survey 162 5.5 Coding Categories 164 5.6 Baseline Constructions about Power 165 5.7 Immigrant Status and Poverty as Factors in Cultural Hegemony, Past and Present 167 5.7.1 Discussion: Ludlow 176 5 5.7.2 Contemporary Labor Issues 177 5.8 Collective Action 184 5.9 Community and Power 190 5.10 Negative Cases 198 5.11 Limitations of the Analysis 199 5.12 Conclusion 200 Chapter 6 Data Analysis of Phase Two: Playmaking 203 6.1 Introduction 203 6.2 Project Design 205 6.2.1 Coding Categories 207 6.2.2 Data Collection and Triangulation 207 6.2.3 Interviews 208 6.3 Construction of the problem 209 6.4 Inequity as a Societal Issue 212 6.5 Unequal Power Dynamics 219 6.6 Understanding of Collective Power 226 6.7 Voice 230 6.7.1 Applied Theatre/Drama and Voice 233 6.8 Community 240 6.8.1 Community with Amy 246 6.8.2 My Role in the Community 248 6.9 Community and Power 250 6.10 Anti-Community- Negative Cases 256 6.11 Applied Theatre and Community 261 6 6.12 Limitations of the Analysis 267 6.13 Conclusion 268 Chapter 7 Conclusion 271 7.1 Introduction to the Conclusion 271 7.2 Research Questions 271 7.3 Research Methodology 272 7.4 Data Collection 275 7.5 Critique of the Project 276 7.5.1 Critique: Methods 277 7.5.1.1 Phase One 278 7.5.1.2 Phase Two 279 7.5.2 Critique: Analysis 281 7.5.2.1 Preliminary 281 7.5.2.2 Phase One 281 7.5.2.3 Phase Two 282 7.6 Community 283 7.6.1 The Self in Community 285 7.6.2 Teacher and Community 287 7.6.3 Ideologies of Community 289 7.7 Community and Power 290 7.7.1 Voice 291 7.7.2 Sense