Creative writing as a socially contextualised practice: a narrative inquiry into supporting refugee social integration through non-formal education in England

Bdier, S, 2025. Creative writing as a socially contextualised practice: a narrative inquiry into supporting refugee social integration through non-formal education in England. [Dataset]

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Abstract

This thesis explores the role of creative writing groups as a platform for non-formal education in supporting the social integration of adult refugees in England. Grounded in the Social Identity Approach to Health and Well-being and Writer Identity Theory, the study examines participants’ perspectives on their sense of self, social support, and agency to resist stigma within their host society. A qualitative, longitudinal narrative inquiry was conducted with 11 refugees in England, aged 20–50, from eight African and Middle Eastern countries. The dataset comprised 21 in-depth interviews and 33 creative writing samples, offering rich insights into participants’ experiences.

Item Type:	Research datasets and databases
Creators:	Bdier, S.
Publisher:	Nottingham Trent University
Date:	2025
Identifiers:	Number Type 10.17631/rd-2025-0002-ddat DOI 2343237 Other
Rights:	To arrange to access a copy of this research data set, contact the Open Research Team: libopenresearch@ntu.ac.uk
Divisions:	Schools > School of Social Sciences
Record created by:	Laura Borcherds
Date Added:	17 Jan 2025 15:25
Last Modified:	17 Jan 2025 15:31
URI:	https://irep.ntu.ac.uk/id/eprint/52866

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