Narratives of Resilience among Learners in a Rural Primary School in Swaziland

Autor/inn/en	Motsa, Ncamsile Daphne; Morojele, Pholoho Justice
Titel	Narratives of Resilience among Learners in a Rural Primary School in Swaziland
Quelle	In: Education as Change, 21 (2017) 1, S.155-173 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Personal Narratives; Resilience (Psychology); Rural Schools; Elementary School Students; Grade 6; Poverty; Semi Structured Interviews; Focus Groups; Participatory Research; Academic Aspiration; Coping; Disadvantaged Youth; Teacher Behavior; Child Abuse; Resistance (Psychology); Self Efficacy; Swaziland + Suchen Sie Ihr Suchwort? Ausland; Erlebniserzählung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 06; 6. Schuljahr; Schuljahr 06; Armut; Forschungstätigkeit; Bewältigung; Benachteiligter Jugendlicher; Teacher behaviour; Lehrerverhalten; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Resistenz; Self-efficacy; Selbstwirksamkeit
Abstract	Drawing from the concepts of social constructionism, the article provides insights on how six purposively sampled Grade 6 vulnerable children, aged between 11-15, from poverty-stricken families, child-headed households and those allegedly orphaned by AIDS, resiliently navigated their schooling spaces and places in one rural, primary school in Swaziland. The article uses qualitative data from semi-structured individual and focus group interviews and a participatory research method, photovoice, to foreground narrative accounts of the vulnerable children's creative coping mechanisms aimed at overcoming the unfavourable circumstances of their schooling experiences. Despite facing some home- and school-based challenges, the vulnerable children were found to display deep-rooted resilience, with or without social support and aspiration for educational attainment, seen as a viable alternative for a better future. Creative coping mechanisms that vulnerable children adopted included calculated rebellion against abusive teachers and consignment to solitude or isolation when feeling overwhelmed by unpleasant experiences. It is recommended that support strategies should involve affirming vulnerable children's voice and resilience, drawing on how these children already creatively navigate their challenges. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01