Promoting resilience among Sesotho-speaking adolescent girls : lessons for South African teachers
Loading...
Date
Authors
Jefferis, Tamlynn C.
Theron, Linda C.
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa
Abstract
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 pre-empt support; advocate for a changed education landscape; and communicate constructive messages.
Description
Keywords
Adolescent girls, Resilience, Rural, Sesotho-speaking, Social ecology, Structural adversity, Teacher(s)
Sustainable Development Goals
Citation
Jefferis, T.C. & Theron, L.C. 2017, 'Promoting resilience among Sesotho-speaking adolescent girls : lessons for South African teachers', South African Journal of Education, vol. 37, no. 3, art. no. 1391, pp. 1-11.