In South African schools various factors influence relationships between facilitators and learners, compounding their frustrations: class sizes, cultural and language barriers, and hierarchical power/knowledge relations. These problems have led to a polarisation between facilitators and learners which could cause facilitators to experience a lack of appreciation and agency. Learners participated in this qualitative study experienced themselves as without voices, and wanted to be acknowledged as people with worthwhile knowledges of their own. This report shows how the therapist and participants engaged in a participatory process of narrative co-search during individual and group conversations where social construction of knowledges and practices of acknowledgement and care, enchanced by letters and externalising conversations, led to the co-creation of a better understanding of one another. This resulted in a more caring, supportive and acknowledging school community, where facilitators re-connected with their preferred stories, and learners found acknowledgement for their own knowledge and preferred ways of living. / Philosophy, Practical & Systematic Theology / M. Th. (Practical Theology with specialisation in Pastoral Theology)

In South African schools various factors influence relationships between facilitators and learners, compounding their frustrations: class sizes, cultural and language barriers, and hierarchical power/knowledge relations. These problems have led to a polarisation between facilitators and learners which could cause facilitators to experience a lack of appreciation and agency. Learners participated in this qualitative study experienced themselves as without voices, and wanted to be acknowledged as people with worthwhile knowledges of their own. This report shows how the therapist and participants engaged in a participatory process of narrative co-search during individual and group conversations where social construction of knowledges and practices of acknowledgement and care, enchanced by letters and externalising conversations, led to the co-creation of a better understanding of one another. This resulted in a more caring, supportive and acknowledging school community, where facilitators re-connected with their preferred stories, and learners found acknowledgement for their own knowledge and preferred ways of living. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology with specialisation in Pastoral Theology)