Details on article
|Author||Ritchie A., Gaulter A.
|Title||Dancing towards belonging: the use of a dance intervention to influence migrant pupils’ sense of belonging in school|
Ritchie A., Gaulter A.; Dancing towards belonging: the use of a dance intervention to influence migrant pupils’ sense of belonging in school ;International Journal of Inclusive Education vol:24 issue: 4 page:366.0
|Keywords||belonging; dance; migrant; school; Sense of belonging; wellbeing
|Link to article|| https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045765577&doi=10.1080%2f13603116.2018.1464069&partnerID=40&md5=16375057755c4cf0e42d24cda87b5acb
|Abstract||With emerging debate regarding the place of migrants in the UK, it is ever more important for schools to promote belonging and wellbeing amongst their diverse pupils. Research has shown the influence of dance interventions on positive psychological and physical wellbeing. The aim of this study was to examine whether dance might influence the wellbeing of migrant pupils, in particular their sense of belonging (SOB), given evidence linking this basic human need to positive educational outcomes. Thirteen female migrant secondary school pupils took part in a dance intervention and qualitative methods were used to explore their experiences. Findings indicated that participation in the dance intervention fostered opportunities for pupils to connect with one another, to feel safe to build confidence and engage meaningfully, all factors that have been linked with SOB. The study gives strength to the use of dance to support the psychological wellbeing of newly arrived migrant pupils. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
|Search Database||SC (Scopus)