Performing Identity: The
Role of Drama and Theatre in Shaping Oraon English Writing
Skills
Niranjan Lakra
ABSTRACT
This article examines the pedagogical and cultural
significance of drama and theatre in developing the English writing
skills of the Oraon community, one of the largest tribal groups in
central and eastern India. Situated at the intersection of
performance studies, sociolinguistics, and postcolonial pedagogy,
the study explores how performance practices act as a bridge between
oral traditions and written literacy. By analysing drama as both an
artistic and educational practice, the paper argues that theatre
enables Oraon learners to negotiate hybrid identities, enhance
bilingual competence, and transform English writing into a
culturally embedded skill. Drawing upon theories of performance and
identity, classroom observations, and community-based initiatives,
the article highlights the transformative potential of drama and
theatre in democratizing literacy for marginalized communities.
Keywords: Oraon community, Drama pedagogy, Theatre-in-education,
English writing skills, Orality and literacy, Performance studies.
