From a feminist theology of praxis the appreciative inquiry used in this research
reflected on the constituting role the living of values by facilitators play in
transforming the lives of children who suffer the effects of poverty, neglect and abuse.
The concretisation or the living of values within the school community linked with the
theme of solidarity with the marginalised.
The facilitators' solidarity with children as "concrete others" became ways of doing
participatory ethics. As part of a postmodern paradigm, a social constructionist
discourse made it possible for therapist-researcher and participants to view the
facilitators' work and the research itself as part of a relational process. Appreciative
inquiry invited a reflective stance towards action, relating and personal knowledge.
The research also reflected on poststructuralist theory and practice, and the power of
imagination and language to re-describe of the work of facilitators. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology, with specialisation in Pastoral Therapy)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/2453 |
| Date | 11 1900 |
| Creators | Hulme, Thérèse |
| Contributors | Kotzé, Elmarie, 1954-, Wolfaardt, J. A. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (vi, 142 leaves) |
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