What can Drama Teach the Privileged?

My recent publication stems from a speech I delivered at the Who Am I? Who Can Tell Me Who I Am? conference held at Trinity College Dublin in March 2019. Since then, the world has experienced profound transformations – globally, in Hong Kong, and in my personal life. As I reflect on my evolving role amidst these shifts, I find myself questioning whether my experiences in Hong Kong remain relevant as I transition to life and work in the UK.

Serendipitously, a chance encounter provided clarity and affirmation. I met a UK drama teacher who had attended the same 2019 conference. She shared how my response to her question from the floor had inspired her. Teaching at a prestigious girls’ school, she had been grappling with the relevance of the socio-political dimensions of Applied Theatre/Drama Education for her students. She recounted my response to her question:

"While the young people participants in my Applied Theatre programmes may not all experience social inequality – some may even belong to more privileged classes – I hope my programmes help them understand the realities faced by the less fortunate. One day, when these students become leaders in their careers and hold positions of power, I hope the understanding they gain will influence the decisions they make for others."

I am profoundly grateful to this teacher for taking the initiative to come up to greet me and to share her reflections. Her kind words could not have come at a better time, arriving when I felt a sense of confusion and disorientation about the relevance of my work in a new cultural context. Her thoughtful remarks reaffirmed my belief in the value of our work. They serve as a timely reminder that the seeds we plant can take root in many different ways, shaping perspectives and inspiring action across diverse contexts.