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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17959 |
| Date | 06 1900 |
| Creators | De Jager, Esmé. |
| Contributors | Kotze, Elmarie, 1954-, Kotze, D.J. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (vi, 126 leaves) |
Page generated in 0.0116 seconds