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Bdeir, SA, 2025. Creative writing as a socially contextualised practice: a narrative inquiry into supporting refugee social integration through non-formal education in England. PhD, Nottingham Trent University.
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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 the 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, 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.
This research addresses a critical gap in refugee studies by prioritising refugee voices and exploring underexamined areas of meaning, support, and agency within creative writing groups, while uniquely incorporating creative writing samples to provide a deeper understanding of participants’ experiences.
Three key findings suggest that, first, creative writing groups provide a reflective space for refugees to develop a positive sense of self and improve their well-being. Second, they offer critical social support and a space for shared identity as refugees and writers which strengthens bonds and reduces isolation, particularly during the COVID-19 pandemic. Third, participation enables refugees to gain agency, reframe their identities, resist stigma, and enhance social integration within host societies.
The thesis establishes two innovative perspectives by integrating the Social Identity Approach and the Writer Identity Theory. It first demonstrates that refugees can create new social identities through a common fate. It also extends understanding of creative writing groups beyond their role as social cure spaces, revealing potential social curse processes, not only in social support but also in the dimensions of meaning and agency. The study provides evidence for the role of non-formal education and creative arts in refugees’ integration, providing valuable insights for initiatives supporting refugees’ empowerment and social inclusion.
| Item Type: | Thesis |
|---|---|
| Creators: | Bdeir, S.A. |
| Contributors: | Name Role NTU ID ORCID |
| Date: | May 2025 |
| Rights: | The copyright in this work is held by the author. You may copy up to 5% of this work for private study, or personal, non-commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed to the author. |
| Divisions: | Schools > School of Social Sciences |
| Record created by: | Jeremy Silvester |
| Date Added: | 03 Sep 2025 10:26 |
| Last Modified: | 03 Sep 2025 10:26 |
| Related URLs: | |
| URI: | https://irep.ntu.ac.uk/id/eprint/54287 |
https://orcid.org/0000-0003-0727-7208Actions (login required)
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