Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The labelling and marginalisation practices implemented and sustained by
conventional methods of education and psychology motivated the research curiosity.
The significance of the learner's own experiences, the learner's own meaning-making
through his/her own story-telling or the stories others tell about him/her and the
constituting effects of alternative identity conclusions are explored as means of
creating more preferred identity conclusions
In engaging in the re-tellings of a learner's experiences at home and school, a qualitative
research practice has been apllied, revealing meaning-making of alternative stories. Feminist
theory and post-modern ideas and discourses have assisted me, and the participant, in the
deconstruction of ADHD, depression, identity and divorce which contributed to the
marginalisation of a learner due to dominant discourses within culture, education and
psychopathology. Narrative approaches to therapy and an ethic of participation have guided
us to emphasise the necessity of recognising a learner's preferred ways of understanding
his/her experiences and what that tells about the person.
Pseudonyms have been used to respect the participant's privacy. / AFRIKAANSE OPSOMMING: Die ettikettering en marginaliserende praktyke wat gebasseer en onderhou word deur
konvensionele opvoedkundige en sielkundige diskoerse, het die navorsingsnuuskierigheid by
my ontlok. Die beduidenheid van 'n leerder se eie ervarings en pogings tot betekenismaking
deur die oorvertel van sy/haar eie stories en die aanhoor van ander se stories oor hom/haar
word uitgelig. Die konstitusionerende aard van hierdie alternatiewe identiteitskonklusies word
geeksploreer om meer verkose identiteitskonsepte daar te stel.
Met my deelname aan die oorvertelling van die leerder se ervarings by sy huis en skool, is 'n
kwalitatiewe navorsingsbenadering gevolg, wat die betekenismaking van alternatiewe stories
kan uitlig. Feministiese teorie, postmoderne denke en diskoerse was die sleutels wat gebruik
is deur my en die deelnemers, om die betekenis van ADHD, depressie, identiteit en
egskeiding te ontsluit en te dekonstrueer. Die marginaliserende praktyke wat in die naam van
hierdie fenomene gepleeg word binne die dominante kultuur, opvoedkundige praktyke en
psigopatologie word bevraagteken. 'n Narratiewe benadering tot terapie en 'n etiek van
deelname het ons gelei om die nodige erkenning aan die leerder se verkose maniere om sy
ervaringe te verwoord en wat dit omtrent sy identiteit impliseer.
Pseudoname is gebruik om die deelnemer se privaatheid te respekteer.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50002 |
| Date | 12 1900 |
| Creators | Brink, Sylvia Janine |
| Contributors | Perold, Mariechen., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | iv, 94 p. |
| Rights | Stellenbosch University |
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