Abstract
Fiji is a small independent republic comprising a number of islands in the South Pacific. The country gained independence in 1974, after being a British Colony. Fiji has a subsistence economy, which is supplemented by aid from other countries, and by tourism. Fiji's early history dates from before 1500BC, with colonial history dating from the 19th century.
The author worked as a volunteer dramatherapist in Special Schools in Fiji on three occasions. Education for those with special needs is provided through nongovernment organisations and the Ministry of Education in Fiji. This article reflects on that work, and raises some of the issues of the colonial legacy as well as issues of being a member of an ex-colonial power working within a formerly colonised country.
The dramatherapist worked for one week in a special school in Fiji in 2007, and for two weeks in two special schools in 2009. Students in the school represented two ethnic groups of Fijians. These were Fijian and Fijian Indian. There were three major religious groups represented, which were Christian (of various denominations), Hindu, and Muslim. Most ethnic Fijians belong to a variety of Christian denominations, and school assemblies were conducted within a Christian framework. The students were aged between five and nineteen, and all had been identified as having special educational needs within the moderate to mild range. Some students were profoundly deaf. Most of the children came from poorer families within a largely subsistence economy. The author is a white New Zealander. This article raises some issues of introducing dramatherapy within this context.
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