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SECOND CYCLE
leave the country to study or work and a large percentage of them would also
like to stay abroad permanently according to the Magyar ifjúság kutatás 2016
[Hungarian Youth Research 2016] conducted by the Tärsadalomkutatö Kft.°7?
The group that gathered to participate in the Student Revolt drama was
fundamentally divided in how they related to the story. While some found
it “difficult to get into it” because it was “too similar to what is happening
today""? others explicitly said that this was the most exciting aspect of
the drama lesson for them. Those who found it interesting said that “it was
really useful to change the perspective and think about it as those who are
doing the manipulation” and that it was exciting that “I had to represent
someone who I don’t agree with’®” as she was playing a member of the staff of
the PR company. The proximity of the narrative to the contemporary political
reality was exciting for some but alienating for others.
There were a number of features that differentiated the Wild Child
drama from the previous two narratives. This story engaged participants in
a different way. One important point of interest was the contradictory nature
of the protagonist.°”
When we did the scenes about the education of Wanda it was interesting that
they all showed her on the border of being human and animal. I think secondary
school students are also on the border, not of being animals or humans, but there is
a duality in them. Perhaps we also held onto this, because we are also still searching
for ourselves. How much of us comes from others? What part is really us? I think
this is a timeless subject for everyone.°”
Though this story does not have a direct political connection it raises
fundamental questions about human identity, as can be seen from this quote:
“Lily was not looking for her identity in the beginning, but these people are
trying to show her something, or give her an identity. Telling her that she is
a human being. How can they teach that to her?” The feral child’s state of
being in-between also offered space for projecting concerns important for
the specific group or person. In one of the schools where participants were
students in their final year of studies the problem highlighted by them was
67:
D
Tarsadalomkutaté Kft.: Magyar ifjúság kutatás 2016, Budapest, Tärsadalomkutatö Kft.,
2017. http://www.ujnemzedek.hu/sites/default/files/magyar_ifjusag_2016_a4_web.pdf
673 F Rev.
64 Ibid.
68 In the four versions of the Wild Child lesson the gender of the found child changed depending
on the characteristics of the group. Even with the same gender we used different names
in different groups, because the participants decided on the name of the child.
676 F Wa.
677 F Wb.
a
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