Constructing the Self and the Collective at School through Stories: Plurilingual Theatrical Expression Workshops for Immigrant Adolescent Students in Canada
Bibliographic record
Abstract
Immigration is a very stressful event in the lives of adolescent students that can transform how they see themselves and others around them. Having a space at school where they can express in a metaphorical and playful way their inner lives, helps them make sense of what they are living and adapt to their new environment. In this sense, theatrical expression represents a very powerful tool for teachers and school mental health professionals in that it allows to share personal stories, in a non-threatening way, by using fabrics, musical instruments and/or theatrical exercises. Offering this type of intervention in the classroom supports immigrant students through the process of adaptation and helps them build a renewed sense of individual and collective identity. In this chapter, the author will examine how immigrant and refugee adolescent students construct their individual and collective identities through theatrical narratives and how this contributes to their psychosocial and school adaptation. To illustrate this point, plurilingual theatrical expression workshops, offered by the Transcultural Research and Intervention Team (Erit) to multiethnic high schools in Montreal (Canada) will be introduced. The Drama Plurality workshops are based on improvisation and no performance from the part of the students is sought. The author will argue that the individual and group stories told in this theatrical space reveal and participate in the construction of a coherent self-identity as well as a collective/classroom identity that both foster the well-being of immigrant adolescent students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.023 | 0.008 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.003 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".