In consideration of TRC Call to Action 63.3 that asks teachers to facilitate cultural understanding, mutual respect, and empathy between First Nations and non-Indigenous students, my thesis sought to find out if a collective, collaborative, story-making activity with four Grade 5-6 students of different cultural backgrounds, including one First Nations student, could further the objectives of Call 63.3. The results of my research suggest that a collective and collaborative story-making activity does, on its own, further two of these reconciliation objectives, mutual respect, and empathy. The third objective, cultural understanding, could probably not been achieved without the intervention of a knowledgeable Indigenous adult, in my case, Annie, (a pseudonym) who was consulted by the story-makers during the scripted “mentor” part of the 12-part hero/ine’s journey story-making process. Using primarily a Posthumanist framework that also integrated some arts-based research/research-creation and critical discourse theoretical orientations for my analysis, I found that an extended focus on a single-story task by four students, not only brought them into a closer relationship with each other, thus facilitating mutual respect and empathy, it also permitted them to imagine a common vision of education. The education world they imagined, in which an educational reconciliation might be realized, was informed, in part, by Indigenous ways of knowing and teaching.

O presente trabalho investigou concepções de respeito de professores dos anos iniciais do Ensino Fundamental e suas relações com a construção de relações de respeito mútuo na sala de aula e com o desenvolvimento da autonomia moral infantil. O principal referencial teórico foi a Epistemologia Genética, especialmente o Desenvolvimento Moral na obra de Jean Piaget. A coleta de dados foi realizada com treze professores de diferentes instituições escolares e foi organizada em duas etapas, sendo a primeira o registro escrito a respeito de uma situação narrada em terceira pessoa, que serviu de base para a realização de uma entrevista semiestruturada, orientada pelo método clínico piagetiano. Os dados coletados permitiram a análise a partir de duas categorias principais: a relação entre o professor e o aluno e a construção de um ambiente sociomoral. Em cada uma destas instâncias foram verificadas concepções de respeito relacionadas às dimensões do respeito unilateral e do respeito mútuo e refletiu-se sobre suas interferências para o cotidiano escolar. / This thesis has investigated primary teachers' respect conceptions and how these concepts relate to building relations of mutual respect in the classroom and the development of child moral autonomy. Genetic Epistemology is the theoretical basis of this research, particularly Moral Development in the work of Jean Piaget. Data collection was conducted with thirteen teachers from diverse educational institutions and organized in two steps: first, written records about a situation narrated in the third person were made; second, a semi-structured interview, based on previously collected data and guided by Piagetian clinical method, was conducted. This collected data allowed the analysis from two main categories: the relations among teachers and students and the construction of a cooperative environment. In each of these categories, conceptions of respect related to the dimensions of unilateral and mutual respect were noted as well as their interference on the school routine was observed.

O presente trabalho investigou concepções de respeito de professores dos anos iniciais do Ensino Fundamental e suas relações com a construção de relações de respeito mútuo na sala de aula e com o desenvolvimento da autonomia moral infantil. O principal referencial teórico foi a Epistemologia Genética, especialmente o Desenvolvimento Moral na obra de Jean Piaget. A coleta de dados foi realizada com treze professores de diferentes instituições escolares e foi organizada em duas etapas, sendo a primeira o registro escrito a respeito de uma situação narrada em terceira pessoa, que serviu de base para a realização de uma entrevista semiestruturada, orientada pelo método clínico piagetiano. Os dados coletados permitiram a análise a partir de duas categorias principais: a relação entre o professor e o aluno e a construção de um ambiente sociomoral. Em cada uma destas instâncias foram verificadas concepções de respeito relacionadas às dimensões do respeito unilateral e do respeito mútuo e refletiu-se sobre suas interferências para o cotidiano escolar. / This thesis has investigated primary teachers' respect conceptions and how these concepts relate to building relations of mutual respect in the classroom and the development of child moral autonomy. Genetic Epistemology is the theoretical basis of this research, particularly Moral Development in the work of Jean Piaget. Data collection was conducted with thirteen teachers from diverse educational institutions and organized in two steps: first, written records about a situation narrated in the third person were made; second, a semi-structured interview, based on previously collected data and guided by Piagetian clinical method, was conducted. This collected data allowed the analysis from two main categories: the relations among teachers and students and the construction of a cooperative environment. In each of these categories, conceptions of respect related to the dimensions of unilateral and mutual respect were noted as well as their interference on the school routine was observed.

O presente trabalho investigou concepções de respeito de professores dos anos iniciais do Ensino Fundamental e suas relações com a construção de relações de respeito mútuo na sala de aula e com o desenvolvimento da autonomia moral infantil. O principal referencial teórico foi a Epistemologia Genética, especialmente o Desenvolvimento Moral na obra de Jean Piaget. A coleta de dados foi realizada com treze professores de diferentes instituições escolares e foi organizada em duas etapas, sendo a primeira o registro escrito a respeito de uma situação narrada em terceira pessoa, que serviu de base para a realização de uma entrevista semiestruturada, orientada pelo método clínico piagetiano. Os dados coletados permitiram a análise a partir de duas categorias principais: a relação entre o professor e o aluno e a construção de um ambiente sociomoral. Em cada uma destas instâncias foram verificadas concepções de respeito relacionadas às dimensões do respeito unilateral e do respeito mútuo e refletiu-se sobre suas interferências para o cotidiano escolar. / This thesis has investigated primary teachers' respect conceptions and how these concepts relate to building relations of mutual respect in the classroom and the development of child moral autonomy. Genetic Epistemology is the theoretical basis of this research, particularly Moral Development in the work of Jean Piaget. Data collection was conducted with thirteen teachers from diverse educational institutions and organized in two steps: first, written records about a situation narrated in the third person were made; second, a semi-structured interview, based on previously collected data and guided by Piagetian clinical method, was conducted. This collected data allowed the analysis from two main categories: the relations among teachers and students and the construction of a cooperative environment. In each of these categories, conceptions of respect related to the dimensions of unilateral and mutual respect were noted as well as their interference on the school routine was observed.

In this thesis, the researcher observes that one of the most difficult phases in the work of church planting missions is that of the handover stage from pioneer missionaries to indigenous leaders. This is often fraught with suspicions and fightings, and hence tends to delay the work until such issues are finally dealt with. Having observed a different story in the relationship between Olive Doke and Paul Kasonga in the early years of the planting of Baptist work in Zambia, the researcher has argued that the key lay in their mutual respect and admiration. He, therefore, posits that where these two ingredients are nurtured in the early stages of missions there will be a smooth handover process. In order to show that this was not just a philosophical or pragmatic idea, the researcher began his work with a biblical interpretation of missions. Drawing from the way the Lord Jesus Christ and his apostles went about their own handing over process to the next generation of leaders, he identified these same attitudes of mutual respect and admiration. He argues that these played an important role in ensuring a meaningful handover process. The researcher then entered upon finding as much information as he could on the lives of Olive Doke and Paul Kasonga, and about their working relationship. This was through unearthing various archived materials and conducting key interviews in the region where they once laboured. This formed the core of this research and, upon subjecting this to analysis, it proved the thesis that the success of their working relationship and handover process at the Kafulafuta Mission lay in their mutual respect and admiration. Finally, the researcher offers a model or strategy to ensure that what may have happened inadvertently between Olive Doke and Paul Kasonga is nurtured among missionaries and indigenous leaders. The researcher works these principles into all the stages of church planting missions—all the way from the training of the missionaries to the time when the work is totally handed over into the hands of local leaders and the missionaries have withdrawn from the work. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Science of Religion and Missiology / unrestricted