DRAMA-IN-EDUCATION AS A TOOL FOR REHABILITATION OF SKOLOMBO STREET CHILDREN IN CALABAR MUNICIPALITY

Abstract

This study examines the use of Drama-in-Education (DiE) as a rehabilitative tool for Skolombo street children in Calabar Municipality, Cross River State. The study examines the problems faced by the Skolombo street children in Calabar Municipality, to highlight the various ways in which the societal and personal problems presented by the Skolombo street children could be managed and the use drama-in-education to foster rehabilitation of the Skolombo street children in Calabar Municipality. The study is guided by Transformative Learning Theory. The study explores how drama can be employed to highlight the social and personal issues associated with the Skolombo phenomenon and to redirect the energies of affected children toward positive change and rehabilitation. This study employed a qualitative research design and Drama-in-Education (DiE) and interviews as data collection methods. The population of skolombo street children in Calabar Municipality is unknown. Therefore, a sample size of 32 participants was drawn for the participatory drama activities while only 12 participants were interviewed. The study was conducted at Marian by Atekong in Calabar Municipality, Cross River State, and involved male street children aged 15–23 years selected through a purposive sampling technique. Data were generated and analysed descriptively in themes. Findings reveal that the drama intervention significantly motivated participants, fostering reflection, emotional expression, and a renewed sense of hope for life beyond the streets despite the persistent daily challenges they face. Based on this, the study recommends that government agencies and non-governmental organisations integrate Drama-in-Education into rehabilitation programmes for Skolombo street children.