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Recent social theory has alerted us to the way globalization and allied social changes have proved unsettling for established identities. This article explores the implications of recent developments in social theory for our understanding of childhood. Drawing upon children's experience of drama education, it examines how schools can provide opportunities for children to become active agents in the construction of their own identities. Particular attention is placed on the production of new ethnic identities.
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Ackroyd et al. (1999) studied this question.
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