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Facilitators and learners : co-creating a better understanding of one anotherDe Jager, Esmé. 06 1900 (has links)
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)
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Facilitators and learners : co-creating a better understanding of one anotherDe Jager, Esmé. 06 1900 (has links)
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)
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Narrative pastoral practice at a primary schoolBasson, Nerine Celeste 01 January 2002 (has links)
South African schools provide an enormous challenge for transformation towards inclusive and caring communities of learners, facilitators and caregivers. This qualitative study conducted at a primary school used narrative pastoral therapy-as-research and participatory action research-as-therapy to develop inclusive and caring practices. Co-authoring conversations with learners and caregivers from a diverse cultural and religious traditions and collaborating with facilitators challenged me to develop pastoral care as political care. This paved a way for future transformation of a school as a multi-religious community of care and respect. I engaged with participants in finding alternative ways of dealing with loss due to death of loved ones or separartion from caregivers. Children with chronic illness challenged their experiences of rejection and marginalisation at school by writing and producing a play while those whose voices were silenced chose other ways to inform learners and facilitators about their illness. / Practical Theology / M. Th. (Practical Theology with specialisation in Pastoral Therapy)
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Narrative pastoral practice at a primary schoolBasson, Nerine Celeste 01 January 2002 (has links)
South African schools provide an enormous challenge for transformation towards inclusive and caring communities of learners, facilitators and caregivers. This qualitative study conducted at a primary school used narrative pastoral therapy-as-research and participatory action research-as-therapy to develop inclusive and caring practices. Co-authoring conversations with learners and caregivers from a diverse cultural and religious traditions and collaborating with facilitators challenged me to develop pastoral care as political care. This paved a way for future transformation of a school as a multi-religious community of care and respect. I engaged with participants in finding alternative ways of dealing with loss due to death of loved ones or separartion from caregivers. Children with chronic illness challenged their experiences of rejection and marginalisation at school by writing and producing a play while those whose voices were silenced chose other ways to inform learners and facilitators about their illness. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology with specialisation in Pastoral Therapy)
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