Self-esteem affects learning, performance, self-worth and quality of life, particularly in people with dyslexia, and could determine whether students with dyslexia are understood, supported or not supported at school and in general.

Riley and Rustique-Forrester (2002) note that students with dyslexia find school a profoundly sad and depressing experience: “isolated children and shouting teachers. A recurring image is of school as a prison from which children continually try to escape… small voices crying for help, caught in a cycle of circumstances they felt largely unable to influence” (p33).

[The performance] gave me more insight into the effects of this learning difference than any amount of reading

For example, Hans Christian Anderson remembers: “The life I led during these days still comes back to me in bad dreams. Once again I sit in a fever on a school bench. I cannot answer; I dare not, the angry eyes stare at me, laughter and gibes echo around me. Those were hard and bitter times.”

This, however, can be changed with a more respectful inclusive curriculum and pedagogy, and the use of drama (Eaden, 2004) and performance ethnography (Brewer, 2000; Speedy, 2008).

Ethnography allows for understanding the meaning given to experiences. The stories presented are “evocative, dramatic, engaging… [with]... layered details… [and] heart-breaking” (Ellis, 2009, p360) and engage the [audiences] aesthetically, emotionally, politically and also ethically (Tillman, 2009).

For the past five years, the Department of Counselling at the University’s Faculty for Social Wellbeing has been promoting this concept through a performance auto­ethnog­raphy carried out by professional actor and autoethnographer Matt­hew Scurfield – who is also dyslexic, artist Clare Agius and director Lena Scurfield.

Matthew Scurfield first put up his own performance autoethnography in February 2009 to launch his first book (Scurfield, 2008) and has since performed to over 1,600 Maltese and, following an invitation to collaborate with UK Dyslexia Achieve Ability, last November performed at a number of prestigious British universities: University of London, London School of Economics, Bristol University, Oxford University, Cambridge University and London’s Working Men’s College for Men and Women.

The UK performances, as had happened in Malta, were warmly received by audiences, which in­cluded academics, professionals, and adults and youths with dyslexia, and created a lot of discussion.

Prof. John Stein, a fellow at Magdalen College, University of Oxford, a fellow of the Royal College of Physicians and chair of the Dyslexia Research Trust commented: “I found your ‘show’ utterly inspiring, particularly your idea of loss of innocence. I had never thought of it that way round. It’s made me think hard.”

Prof. Danny Dorling, Halford Mackinder professor in Geography at the University of Oxford commented: “I’m very glad I saw I Could be Anyone. The monologue (sorry if that is not the right word!) at the very beginning was incredible. Brought back a lot of memories.”

Playwright and television producer Rosemary Wilton said: “A truly moving and fascinating experience that rang so true. I’m sure the audience was inspired as I was. Thank goodness I saw it.”

A lecturer from the University or Bristol noted that: “I have just attended the most moving drama performance, entitled I Could be Anyone, on the autobiographical experiences of a learner with dyslexia and its damaging effects on self-esteem. This gave me more insight into the effects of this learning difference in the short hour of live performance than any amount of reading, and had a considerable impact and resonance with all those present.”

This performance had also led to a series of workshops carried out with a group of adolescent youngsters. The aim was to provide a safe environment where young participants with dyslexia can find their voice and gain confidence in their abilities, talents and challenges (Burden & Burdett, 2005); to provide the opportunity for participants to, through drama and performance ethnography, improve and/or gain self-esteem; and to provide themselves and us with greater insight into possibilities and challenges (Burden & Burdett, 2007; Eaden, 2004).

The project was funded by the Malta Arts Fund, The Malta Good Causes Lottery Fund and the President’s Award for Creativity. The sessions were co-facilitated by qualified counsellor Dione Mifsud and PSD specialist Ruth Falzon.

Parents found these experiences very beneficial for their children, while the children following the working noted the significant effect this performance and the workshops had on them. One of the participants commented that: “Meeting Lena and Matthew made a big difference in my life. Through the sessions I’ve learned what life has to give you and that no matter things seems, we must never give up.”

Another said: “I now know more about dyslexia and I feel I can adapt my brain to remember things for a longer time. I feel I am not alone in this situation now that I have met so many other dyslexic children and adults like Matthew and I am sure I can reach my dreams. I am more confident now and I can speak up for myself at school when I don’t get the help I need.”

Rotary Club (Malta) also funded the production of a video on awareness on dyslexia under the directorship of lecturer and drama specialist Isabelle Gatt. This video was completed last December.

Audiences’ comments locally and abroad highlight our responsibility towards ensuring that our children and youngsters have positive experiences at school as this has long-lasting effects with regard to self-concept, self-esteem and quality of life. The pain, anguish, hurt, bewilderment, shame, frustration experienced can easily be transformed into enriching experience of growth if educators and society appreciate and respect these children’s profile of abilities and challenges.

As Scurfield (2009) notes: “This is by no means the end, but as sure as day gives way to night, the sands of the hour glass have turned. While the wind may crack its tune and the sun beat a torrent drum, I will endeavour to go to the blood heart of the undying, unfathomable now and sit at ease with my sceptre of dust and crown of stars.” (p391)

The Department of Counselling plans to hold this performance again this year. For further information call Sheena Vella on 2340 3518 or e-mail sheena.vella@um.edu.mt.

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