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ERIC Number: EJ1153919
Record Type: Journal
Publication Date: 2017-Aug
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0256-0100
Promoting Resilience among Sesotho-Speaking Adolescent Girls: Lessons for South African Teachers
Jefferis, Tamlynn C.; Theron, Linda C.
South African Journal of Education, v37 n3 Article 1391 Aug 2017
Teachers are a crucial part of young people's social ecologies. Considering that black South African adolescent girls remain the most marginalised group in South Africa, the purpose of this qualitative, phenomenological study has been to explore if and how teachers champion resilience among black adolescent girls living in rural contexts of structural adversity. Using Draw-and-Talk and Draw-and-Write methods, 28 Sesotho-speaking adolescent girls from the Free State Province of South Africa generated a total of 68 drawings. The drawings were analysed using inductive content analysis. The findings include teachers actively listen and provide guidance; teachers motivate girls towards positive futures; and teachers initiate teacher-girl partnerships. These findings prompt three strategies to support teachers' championship of resilience, namely preempt support; advocate for a changed education landscape; and communicate constructive messages.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A