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guestion related directly to the story as well: "is it useful if we integrate her
into society? I know part of ít is caring for her, but it felt it is more about
controlling others; that we decide about their lives”.’”*°
Some reflected on the issue of diversity, and the norms of society: “does
integration mean she has to think and behave like everyone else?” One of
the participants said the drama lesson raised the question: “What makes
a person human?”.”*! Other participants reflected on how the drama connected
with fundamental questions.
It was interesting that we had a lot of ethical questions coming up at different
points. The main question was: what is good for her and what does society expect?
So, I think this was a constant question, are we doing something that’s good for
her, or is it because of the expectations of society.’”
The question in this form connects powerfully to one of Bolton’s three long¬
term aims in drama, that Davis argues is disappearing’** from drama in
education: ‘to help the student know how and when (and when not) to adapt to
the world he lives in’.”** The classic trope of the feral child carries the duality
that gives space to work on these questions in specific situations.
Perhaps it was the collaborative aspect of the drama lessons rather than
the story itself that opened questions concerning the social health of one of
the groups that participated in the research. This series of Wild Child was
conducted in school time and the full class participated in it. “How much are
we able to co-operate? What is it that we could work together for? Not just in
the drama, but in real life”’*° writes one of the participants in her/his response
to the item asking what questions or new thoughts the drama lessons raise
for them.
The reflection worked on different levels. The questions and thoughts are
all connected to the story but also express thinking on a conceptual level.
It is also clear that different participants connected to different segments of
the story, and the story itself was dense enough to open doors in different
directions and raise many of the fundamental questions of living in society.
730 Q Wb.
731 Q Wa.
732 F Wd.
733 Davis: Imagining the Real, 37.
734 Ibid., 22.
735 Q We.