The binary distinction of “native speaker” and “non-native speaker” (NS/NNS) remains the primary way in which professionals are categorised in the field of teaching English to speakers of other languages (TESOL). This distinction is problematic because it is used to place greater value on native English speaking teachers (NEST) over non-native English speaking teachers (NNESTs). This distinction is argued to be largely based on linguistic features (Medgyes 1992; Cook 1999). However the aspect of race remains to be adequately discussed (Kubota and Lin 2006).This thesis has its origins in my personal experiences with racism because, as a Canadian- Filipino, my employer and my students did not accept me as a “real” NEST because I am “non-white”. In my initial research, during my MA TESOL, into the professional experiences of racism I coined the acronym “VEM-NEST”: visible ethnic minority, native English speaking teacher. I used this term to describe the particular group of teachers, to which I belong, who do not easily fit into the available categories of NS/NNS, and consequently NEST/NNEST.My thesis reported on the experiences of nine VEM-NESTs and how they performed specific identities during specific events. Their experiences were presented as individual restoried narratives which were developed from the combination of the participants’ written stories and one-to-one interviews. The restoried narratives were analysed using an analytical lens based on Labov and Waletzky’s (1967) structural approach. The findings suggest that VEM-NESTs need to meet a certain amount of “native speaker” norms in order to be given the opportunity to perform their VEM-NEST role identities in specific situations. This has particular implications for how the NS/NNS binary distinction needs a more nuanced understanding as a way of addressing the inequalities embedded in the way TESOL professionals are valued.

M.Cur. / The purpose of this study is to establish guidelines for the utilization of narratives in popular literature in nursing education in order to facilitate reflective thinking with nursing students. The purpose of nursing education is to equip the prospective nursing practitioner to be able to function independently and effectively in a multicultural, technological and scientific nursing practice where caring is important. Quality nursing care demands critical analytical thinking (cognitive skills) and moral values (affective skills) of the nursing practitioner. This study investigates firstly the "what" of reflective thinking and concludes that reflection accommodates both thinking skills and values that should be facilitated at the prospective nursing practitioner. The facilitation of reflective thinking is demanding as it is a complex cognitive and affective thinking skill. The research focuses secondly on the way in which the narrative in popular literature can be applied to facilitate reflective thinking in nursing education. According to the constructivist learning approach meaningful learning and reflective thinking occur when coupled to previous knowledge and experience. The nursing student as adult learner has at his/her disposal certain advance knowledge and previous experience. Narratives and popular literature form part of the adult learner's advance knowledge and previous experience. The research design is a philosophical inquiry in which the following research strategies are used namely philosophical analysis as well as qualitative, exploratory, descriptive and contextual strategies. In order to meet the purpose of the research, four goals were set and which were executed in four phases. At first the term reflective thinking was subjected to the process of concept analysis in order to clarify it's specific meaning (connotations and denotations). A theoretical definition of reflective thinking was formulated for the study from the connotations whereas denotations were used as the basis of learning outcomes for the Programme of Euthanasia as an Ethical Issue in Nursing Education (the Programme).

Cancer is a life threatening and hope inhibiting disease. Furthermore, as in the case of breast cancer and the concomitant loss of an intimate body part, it is an identity threatening disease. The disease, the mastectomy, as well as the treatment place high demands on the process of hope for the whole family. In various ways, the family is constantly busy constructing a hopeful story for the future. Hope develops from a conjunction of a rich variety of factors that consciously or unconsciously have an influence on the process of hope. For the Christian, faith is first and foremost anchored in God and his Word. Our hope grows, in various ways, when our own story becomes one with God’s Story of Hope. Many people with cancer experience spiritual growth, a transformation of faith narratives, and get to know God in a way that would not have been possible in any other conditions. However, hope is not only spiritual hope. Hope also grows in relationships in a social constructionist process. The woman who had undergone a mastectomy and experiences unconditional acceptance in various ways of support by family members and friends, can, as a result, construct a hopeful story for the future. Acceptance of the inevitable that is happening to her, as well as the consequential self-acceptance, helps her to establish a new identity. The ability to experience loss as only a small part of one’s self-identity is crucial for the process of emotional healing. During this process of healing, hope prospers. Positivism and hope are closely related and realism is always coupled with positivism. Hope is ingrained in reality. Positive, realistic people are able to make choices that will result in hope. In this freedom of choice lies the potential to transform a personal tragedy into a triumph. A viable system of belief with regard to the purpose of life of human existence, helps in creating a foundation of hope in a person’s life. The belief that a person’s existence is purposeful, despite the inevitable tragedies of life, equips the human being to live to the full, amidst tragedies. The return of a sense of humor is one of the most secure signs of a healthy recovery. Hope is stimulated within ourselves and others when we are able to laugh at ourselves and with others, amidst sad conditions. Reconstruction can be regarded as an aid in the process of growth of hope concerning the woman’s body image, providing her with feelings of balance and completeness, and enhancing her feeling of being a woman. Shared hope is one of the strongest sources of hope for people with cancer. To be able to talk to someone who had personally suffered from and outlived breast cancer has more value than merely taking note of the statistics of survivors. People suffering from cancer also experience oases of hope in things like a book that is significant to their situation, relationships, an unexpected meeting with a breast cancer survivor, or her work. Hope also becomes manifest in nature as a symbol of life and hope, in participation in research studies, in a reliable doctor. Even more hope will be established if all women have the privilege of having breast examinations performed at breast clinics where professional and sympathetic people can announce the diagnosis in cases where cancer is indeed diagnosed. Various treatment options can be discussed. Time can be made available to prepare the entire household and provide peace of mind for the children. / Thesis (PhD (Pastoral Family Therapy))--University of Pretoria, 2005. / Practical Theology / unrestricted

This research seeks to establish a postfoundational practical theology and the corresponding narrative approach to the contextual experience narratives of Jeju women. Its approach helps the readers to understand the co-researchers’ interpreted experience and to open their future narratives. This research attempts to discover the privileged values, themes, and social-constructed meaning of the co-researchers’ narratives. The postfoundational epistemology, which is proposed by Van Huyssteen and the “Seven movements” proposed by J.C Müller, has been used as a guideline. The research begins with the co-researchers’ storied experiences as a basic source of context. The co-researchers' context of Jeju Island has a very unique tradition, culture, religion and history. In order to investigate how they interpret their experiences situated in their own contexts, the researcher not only considers Paul Ricoeur’s hermeneutic theory of three mimesis, composed of pre-figuration, configuration, and re-figuration, alongside social constructionism, but also employs Michael White’s narrative therapy theory of deconstruction and re-authoring conversation for delineating thickened and alternative stories. The examination of the research context of Jeju Island, its history of Sasamsageon, as well as its tradition and culture in chapter four are conducted for the purpose of understanding and discovering the necessary meaning of the co-researchers’ narratives and values. In order to listen to the Jeju women’s experience narratives in their contexts, I have chosen four people who have lived in Jeju Island for a long generation. According to the perspective of the narrative approach, an attempt is made to focus on the personal meaning-making that the co-researchers assign to specific events in their lives and on how the co-researchers tell the story of these meaning-making and interpret their experiences. These co-researchers’ stories are to say about their relationship with their families and communities. The stories also include some background of their lives, particularly concentrating on the recent struggles they experienced and their understanding of their own relationships with God. Based on the co-researchers’ narratives and the process of the research, in regard to the goal of this postfoundational narrative research, i.e., looking for the meaning of the co-researchers’ narratives and creating new meaning through discourse, in chapter six, I present not only the interpretation of what they say, but also the meaning and understanding of the co-researchers’ own stories that are developed by means of discoursing with the given context. This research is presented for how to cultivate the alternative interpretations, which allowed the co-researchers to explore preferred views of their futures through discourse and conversation. And then I explicate the three interventions and interactions used for empowering and opening to the better future. / Thesis (PhD)--University of Pretoria, 2014. / gm2014 / Practical Theology / unrestricted

In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first world countries. As a whole-school system it occurs less frequently in developing countries including South Africa which, unlike many developing countries, has a sound infrastructure and many excellent schools in both the state and the independent sectors. ‘Education White Paper 6: Special education: Building an inclusive education and training system’ was published in 2001 with the express intention of developing an inclusive education system in South Africa. Some independent schools have successfully implemented exemplary forms of inclusion in their schools and this is the phenomenon that has been studied by focusing on the understandings and experiences of the principals. As the researcher I interviewed eight principals who are practicing inclusive education as the norm in their schools. This study reveals various aspects of the inclusive process including the pivotal role that principals play in the transformation process of which inclusive education is the harbinger. It also analyses why principals choose to embrace a paradigm that on the surface is uncomfortable and not an easy option. I used biographical narrative research as methodology for this qualitative research and crystallisation as quality strategy in order to study the phenomenon that is the understandings of principals of independent schools of inclusive education. The basic tenet was that inclusion leads to belonging and excellence in education. The major findings and implications for action are of interest not only to principals, but to anyone who is seriously interested in innovative and more humane forms of anti-oppressive education. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

This study is a narrative research within the postfoundationalist and social constructionist paradigm which underpin the narrative approach to theology. The present research listened to the stories of Korean missionary children to ascertain their educational difficulties on the mission field. The history of Korean missionary abroad is not a long one. Korean missionaries, having little previous experience, often have difficulty in deciding how to raise their children. They also have difficulty to know the educational options available and which to choose. Up till now there are only a few Korean missionary children who have grown up on the mission field until adulthood. Missionary families face various education options on the mission field, and options are different in terms of each situation on the field. Today, there are up to 12,000 Korean missionary children around the world. Of these, approximately 60% attend schools on the mission fields and 40-50% are at MK/International schools. Most of MK/International schools are mainly based on the western education system, using mediocre English. Yet, Korean missionary children have a different background from Western, specifically in terms of language, culture, society, race and the educational systems they are used to. Most of Korean missionary parents have high expectations for their children’s education with a good academic career. It poses several problems to Korean missionary children’s education. Considering the struggle with education that Korean missionary children experience on the mission field this study aims to contribute towards the understanding of their situation, and thus to help them through their research process. To be effective, this study focused on a small number, specifically five Korean young adult missionary children who have grown up in Africa, currently living in South Africa, South Korea and North America. In order to gain a deeper understanding of educational issues Korean missionary children experience, children were selected from different educational backgrounds. With the co-researchers, individual, face-to face-interviews were held in Korea and in South Africa, and networking has been used when a face-to-face relationship was not possible. The internet phone was frequently used in the research process. The influences of traditions of interpretation over the co-researchers were discussed from the collaboration with them, and alternative interpretations emerged on their traditions through interdisciplinary conversation. Through this narrative research process the co-researchers were lead to understanding and empowerment, and they developed new meanings for their preferred stories for the future. As the narrative approach is open-ended rather than results-oriented, this research is not closed ended, but rather allows for growth and development to take place. / Thesis (PhD)--University of Pretoria, 2010. / Practical Theology / unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / The role of the nurse has changed dramatically in the past twenty years with increasing complexity of patient care and a rapidly changing health care environment. In addition to the challenges noted regarding patient care, problems with increasing medical errors were noted in the literature specific to graduates in their first year as a nurse. Research in particular to nursing education provides a way for nurse educators to become more astute at addressing problems pervading the role of the new nursing graduate. Narrative Pedagogy was identified as a research-based nursing pedagogy and has been researched and enacted for more than a decade. Out of the Narrative Pedagogy research, the Concernful Practices emerged identifying what was considered meaningful to nursing education by teachers, students, and clinicians. Listening was one of the Concernful Practices and became the focus of this study. The research question addressed the “How do nurse educators who enable Narrative Pedagogy experience Listening: knowing and connecting?” This was a hermeneutic phenomenological study in which ten nurse educators shared their experiences. The two themes that emerged from the study included: Listening as Dialogue and Listening as Attunement. The findings of this study provided a different way of thinking about teaching and learning that encompasses so much more than merely a strategy or outcome-based approach. The implications of this study offer nurse educators insight about opening a dialogue that draws attention to the realities of the role of the nurse responding to multiple patients with complex health conditions.

No description available.

[pt] Esta tese teve como objetivo compreender, por meio de uma análise de narrativa temática interseccional, as experiências de conciliação trabalho-família das diferentes mulheres que compõem circuitos de cuidado infantil. Para atingir esse objetivo, foram realizadas entrevistas com quatro mulheres que realizam a atividade de cuidado em domicílio, de forma remunerada ou não, a crianças de 0 a 6 anos de idade e que fazem parte dos diferentes elos de um circuito de cuidado. Para análise dos depoimentos recolhidos, foi utilizado o método análise de narrativa temática reflexiva, proposto por Braun e Clarke (2022), junto a um modelo analítico de narrativa interseccional, sugerido pela autora deste estudo. Os resultados encontrados foram apresentados em três grandes temas: 1) Peculiaridades Individuais Inseridas em Conjunturas Sociais de Opressão; 2) Configurações e Estratégias em um Circuito de Cuidado; e 3) Conflito Trabalho-Família e Interseccionalidade no Trabalho de Cuidado. Diante da análise de um perfil de entrevistadas heterogêneo, inicialmente, as peculiaridades individuais de cada uma foram apresentadas, e colaboraram para dar visibilidade ao contexto social, que foi pano de fundo para a análise dos outros grandes temas. Em seguida, a análise das configurações do circuito de cuidado (Guimarães, 2020) pesquisado demonstrou o entrelaçamento das diferentes interações que constituem a estrutura de cuidado infantil - destacando quem realiza a atividade de cuidado, qual significado atribui ao trabalho, qual o tipo de relação social é estipulado para realização do trabalho (mercantil ou não mercantil) e qual o modo de retribuição (monetária ou não) está envolvida nessa relação. Foi identificado que as diferentes relações sociais que são tecidas na organização do cuidado infantil garantem que mulheres que são mães e que trabalham fora conciliem as suas demandas de cuidado e profissionais. Nesse sentido, constatou-se que dependente do trabalho de cuidado não é só a criança que é cuidada, mas também quem depende do trabalho de cuidado executado por outras pessoas para trabalhar. Além disso, este estudo ratifica que são as mulheres negras e pobres que realizam a maior parte do trabalho de cuidado no Brasil. Em relação aos resultados do terceiro grande tema, Conflito Trabalho-Família e Interseccionalidade no Trabalho de Cuidado, foram demonstrados os motivos individuais que levam as entrevistadas a vivenciar o conflito trabalho-família, que foram agrupados em três temas: 1) O Acúmulo de Atividades e o Sentimento de Culpa; 2) Barreiras da Vida Familiar; e 3) Obstáculos Ligados ao Trabalho Remunerado. Esses temas surgiram com base na leitura prévia sobre o assunto, mas dois subtemas foram desvelados à posteriori. São eles: 1) Afetos e Desafetos com a Trabalhadora de Cuidado Remunerado, que destacou os conflitos vivenciados pela patroa em relação a trabalhadora de cuidado profissional, que impactam a sua vida profissional; e 2) Os des(Acordos) e os Efeitos do Trabalho Informal, referindo-se aos conflitos experimentados pela trabalhadora doméstica que afetam a sua vida familiar e demonstram a falta de valorização e reconhecimento desse ofício. A análise de narrativas temática interseccional permitiu identificar, de forma relacional, as diferentes relações de poder que estão presentes em um circuito de cuidado, que moldam a forma como as mulheres diversas que o compõem equilibram as demandas do trabalho e da família. Desta maneira, constatou-se que o patriarcado, o racismo e a desigualdade econômica são fatores interligados que privilegiam determinados grupos em detrimento de outros e mantém viva a exploração das trabalhadoras de cuidado (remuneradas ou não). Desvelar esta complexa relação que se estabelece de forma invisível aos que olham, mas é presente aos que a experimentam, as possíveis causas da criação e manutenção das desigualdades sociais são destacadas e se torna possível iniciar um processo de justiça social. Nesse sentido, o presente estudo buscou contribuir : 1) para as organizações, relações de trabalho e estudos de gênero, ao analisar as experiências das diferentes mulheres que realizam atividades de cuidado no seu cotidiano, as relações sociais as quais se envolvem e que as permitem se engajar no mercado de trabalho, os fatores geradores do conflito trabalho-família vivenciado por elas e que impactam o bom desempenho organizacional e, diante disso, criticar a lógica patriarcal dominante responsável pela manutenção da divisão sexual do trabalho; e 2) para a sociedade, com um maior entendimento acerca das experiências desiguais vivenciadas por essas mulheres, provocando uma conscientização acerca do papel das relações individuais, organizacionais e do Estado na organização do cuidado e sua incidência na apropriação do tempo de trabalho e energia das mulheres. Por fim, o estudo buscou explicitar a necessária disponibilização de serviços públicos, tais como: creches públicas, proteção social e acesso à previdência às donas de casa, e garantia de direitos que impeçam a exploração do trabalho doméstico e de cuidado. / [en] This thesis aimed to understand, through an intersectional thematic narrative analysis, the experiences of work-family reconciliation of the different women who make up child care circuits. To achieve this objective, interviews were carried out with four women who provide home care, paid or unpaid, to children aged 0 to 6 years old and who are part of the different links of a care circuit. To analyze the statements collected, the reflective thematic narrative analysis method, proposed by Braun and Clarke (2022), was used, along with an analytical model of intersectional narrative, suggested by the author of this study. The results found were presented in three major themes: 1) Individual Peculiarities Inserted in Social Conjunctures of Oppression; 2) Configurations and Strategies in a Care Circuit; and 3) Work-Family Conflict and Intersectionality in Care Work. Faced with the analysis of a heterogeneous profile of interviewees, initially, the individual peculiarities of each one were presented, and they collaborated to give visibility to the social context, which was the backdrop for the analysis of the other major themes. Next, the analysis of the configurations of the care circuit (Guimarães, 2020) researched demonstrated the intertwining of the different interactions that constitute the child care structure - highlighting who carries out the care activity, what meaning they attribute to work, what type of relationship social is stipulated for carrying out the work (commercial or non-commercial) and what form of retribution (monetary or not) is involved in this relationship. It was identified that the different social relationships that are woven into the organization of child care ensure that women who are mothers and who work outside the home can reconcile their care and professional demands. In this sense, it was found that dependent on care work is not only the child who is cared for, but also those who depend on care work carried out by other people to work. Furthermore, this study confirms that it is poor black women who carry out the majority of care work in Brazil. In relation to the results of the third major theme, Work-Family Conflict and Intersectionality in Care Work, the individual reasons that lead interviewees to experience work-family conflict were demonstrated, which were grouped into three themes: 1) The Accumulation of Activities and the Feeling of Guilt; 2) Barriers to Family Life; and 3) Obstacles Linked to Paid Work. These themes emerged based on previous reading on the subject, but two subthemes were revealed afterwards. They are: 1) Affections and Disaffections with the Paid Care Worker, which highlighted the conflicts experienced by the employer in relation to the professional care worker, which impact her professional life; and 2) Disagreements and the Effects of Informal Work, referring to the conflicts experienced by domestic workers that affect their family life and demonstrate the lack of appreciation and recognition of this job. The analysis of intersectional thematic narratives allowed us to identify, in a relational way, the different power relations that are present in a care circuit, which shape the way in which the diverse women who make up it balance the demands of work and family. In this way, it was found that patriarchy, racism and economic inequality are interconnected factors that privilege certain groups to the detriment of others and keep the exploitation of care workers (paid or unpaid) alive. By unveiling this complex relationship that is established invisibly to those who look, but is present to those who experience it, the possible causes of the creation and maintenance of social inequalities are highlighted and it becomes possible to initiate a process of social justice. In this sense, the present study sought to contribute: 1) to organizations, work relations and gender studies, by analyzing the experiences of different women who carry out care activities in their daily lives, the social relationships in which they engage and that allow them to engage in the labor market, the factors that generate the work-family conflict experienced by them and that impact good organizational performance and, in light of this, criticize the dominant patriarchal logic responsible for maintaining the sexual division of labor; and 2) for society, with a greater understanding of the unequal experiences lived by these women, raising awareness about the role of individual, organizational and State relationships in the organization of care and their impact on the appropriation of work time and energy of women. women. Finally, the study sought to clarify the necessary provision of public services, such as: public daycare centers, social protection and access to social security for housewives, and guaranteeing rights that prevent the exploitation of domestic and care work.

本研究旨在理解一位女性諮商師諮商性侵害加害人的經驗，包含個體主觀知覺的心理衝擊、調適與突破困境的歷程，以及此經驗對她的專業工作以及個人生活上的影響。 研究的開端，是由研究者到監獄觀察性侵害加害人團體所經驗到的心理衝擊出發，逐漸聚焦至關注女性諮商師與性侵加害個案工作的經驗。 本研究採用敘說研究方法，以「整體—內容」分析法將研究參與者「白菜」的工作經驗彙整成一篇故事，並進行後續的詮釋與討論。 從白菜的敘說中可以發現到，由於工作所帶來的碰撞，其個人內在的經驗可區分為兩大主題：「內在自我間的分裂與衝突」以及「在性侵害工作中所引發的性焦慮」，而白菜一直不斷努力地進行自我的接納與整合的調適。同時，在此調適過程中，也看見白菜在她的工作場域中進行著「外在性別角色的覺察與改變」的歷程。此外，本研究並以「諮商師的專業發展與成長」之軸線來討論白菜的經驗敘說，研究者看見一位女性諮商師投注在性侵害治療工作中，每當面臨到心理衝擊或「卡住」時，就不斷地向內反覆思索並向外尋求可幫助自己繼續前行的出口，然後再整合成新的觀點，回到實務工作或私人生活中嘗試突破，而這歷程是來來回回，循環不息地發生的。 研究之末，依循研究結論並綜合白菜所述及研究者個人的認識與體悟，對性侵害治療工作人員所需要的後續關懷，提出建議。而研究者也由自己身為一位研究者與一位諮商工作者的角色進行反思對話，研究者並體認到，研究的歷程其實也是一段貼近自己的歷程，接觸性侵害加害人，無論是對研究者或參與者來說，都開啟了對另一個世界的認識，這個經驗震盪了她們的生命信念，幫助她們看見了自己在「性」、「罪惡」和「犯罪」等議題上的限制，但也同時為她們指引了成長的方向。 / The purport of this study is to understand the experience of a female counselor who works with sex offenders, including the psychological impact that the individual has perceived subjectively, and her course of self-adjustment and breaking through the predicament, and furthermore these experiences influence her professional work and personal life. The beginning of this study is to describe the psychological impact that the researcher perceived while going to the jail for observing the group composed by sex offenders, and gradually to focus on the experience of the female counselor who counsels the sex offenders. The study adopts narrative research approach. The researcher wrote down the study participant's work experience as a story in the "holistic-content" analytic method, and then interpreted and discussed it. From the narrative of the study participant ,Cabbage, the researcher discovered that because of the conflict the work brought , her internal experience was divided into two themes：“internal division and conflict” and “sexual anxiety caused from the sex offenders treatment”. However, Cabbage engaged in the adjusting course of self-admittance and self-integration hard. At the same time, the researcher also observed that Cabbage went through “the awareness and change of the external sex role”. In addition, this study discusses the narrative of Cabbage with the axis of “professional development and growth of the counselor”. The researcher saw a female counselor working on the treatment of sex offenders, whenever suffered psychological impact or impasse, she considered inwards and looked for the method to continue going ahead, and integrated into a new viewpoint to get back to the practice work or the private life for trying to break through predicament. The course happened circularly. In the end of the study, relying on the conclusion of the study, the synthesis of Cabbage’s narrative and the researcher's personal understanding, the researcher proposed some suggestions to the demand of the people who work with sex offenders. The researcher also introspected from taking as a researcher and a counselor' roles, and realized that the study was actually a journey towards herself. The experience of getting along with sex offenders, no matter for the researcher or the participant, has opened another world. It shakes their life faith, but also helps them to see their own restriction on such topics as “the sex“, “the guilt” and “the crime”, etc., as well as guided them the direction of growing up.