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SECOND CYCLE 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 longterm 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.
