IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v4y2014i2p2158244014534696.html
   My bibliography  Save this article

Drama, Performance Ethnography, and Self-Esteem

Author

Listed:
  • Liam Antonelli
  • Sasha Bilocca
  • Dario Borg
  • Shane Borg
  • Mark Boxall
  • Luke Briffa
  • Charlene Debono
  • Ruth Falzon
  • Valentina Farrugia
  • Leah Gatt
  • Mike Formosa
  • Dione Mifsud
  • Kurt Mizzi
  • Lena Scurfield
  • Matthew Scurfield
  • Gary Lee Vella

Abstract

Self-esteem affects learning, performance, self-worth, and quality of life, particularly in persons with dyslexia, or rather how students with dyslexia are mis/understood and supported. Dyslexia does not only affect literacy but also affects emotional well-being. Webb concludes that for children to feel successful, they need to become aware of their unique learning strengths to apply them effectively to strengthen weaknesses. Drama and Performance Ethnography (PE) can be support strategies. Workshops were carried out with a group of adolescent youngsters with dyslexia. The aim was to provide a safe environment where they could find their voice and gain self-confidence through drama and PE to provide opportunities to address self-esteem and to provide insights for policies and practice. This article intends to listen to these youngsters’, also co-authors, and their parents’ narratives of this experience.

Suggested Citation

  • Liam Antonelli & Sasha Bilocca & Dario Borg & Shane Borg & Mark Boxall & Luke Briffa & Charlene Debono & Ruth Falzon & Valentina Farrugia & Leah Gatt & Mike Formosa & Dione Mifsud & Kurt Mizzi & Lena , 2014. "Drama, Performance Ethnography, and Self-Esteem," SAGE Open, , vol. 4(2), pages 21582440145, May.
    • Handle: RePEc:sae:sagope:v:4:y:2014:i:2:p:2158244014534696
    DOI: 10.1177/2158244014534696
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/2158244014534696
    Download Restriction: no
    File URL: https://libkey.io/10.1177/2158244014534696?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Stephen Camilleri & Deborah Chetcuti & Ruth Falzon, 2019. "“They Labeled Me Ignorant†: Narratives of Maltese Youth With Dyslexia on National Examinations," SAGE Open, , vol. 9(2), pages 21582440198, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:4:y:2014:i:2:p:2158244014534696. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.