Promoting resilience among Sesotho-speaking adolescent girls: Lessons for South African teachers

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.Keywords: adolescent girls; resilience; rural; Sesotho-speaking; social ecology; structural adversity; teacher(s

Community-based participatory video: Exploring and advocating for girls’ resilience

Resilience studies typically privilege the views and assumptions of minority-world research. One way to circumvent this is through methodologies that give voice to the experiences of majority-world youth. Our aim in this article is to reflect critically on the use of community-based participatory video (CBPV) to understand and promote resilience processes in 28 black South African adolescent girls. The girls, aged from13 to19 years, were recruited by social workers and teachers collaborating with the South African Pathways to Resilience Project. The findings suggest that CBPV does champion participant-directed understandings of resilience. However, the findings also draw attention to the difficulties of realising the potential of the social change inherent in CBPV, and the complexity of stimulating deep reflection in the girl participants

Community-based participatory video: Exploring and advocating for girls’ resilience

Resilience studies typically privilege the views and assumptions of minority-world research. One way to circumvent this is through methodologies that give voice to the experiences of majority-world youth. Our aim in this article is to reflect critically on the use of community-based participatory video (CBPV) to understand and promote resilience processes in 28 black South African adolescent girls. The girls, aged from13 to19 years, were recruited by social workers and teachers collaborating with the South African Pathways to Resilience Project. The findings suggest that CBPV does champion participant-directed understandings of resilience. However, the findings also draw attention to the difficulties of realising the potential of the social change inherent in CBPV, and the complexity of stimulating deep reflection in the girl participants

Explanations of resilience in women and girls : how applicable to black South African girls

Our aim in this article is to explore what is known about resilience in women and girls; to theorise how gender-roles are reflected in women's and girls' resilience processes; and to explore how apposite researchers' explanations of resilience are for black South African girls. We1 conducted a systematic review entailing a qualitative synthesis using relevant qualitative studies focusing on resilience in girls and women of all ages and from diverse cultural groups. Findings from studies that report predominantly on the experiences of Western women suggest that women's and girls' resilience-supporting mechanisms (agency and strength-fostering spirituality) are cultivated through constructive relational contexts that offer emotional and pragmatic support. Gender-roles of interdependence, the physical and emotional caretaking of others, and emotional expressiveness manifest in resilience-supporting mechanisms through complex person-context interactions. However, if the context- and culturally-specific nature of resilience is taken into account, explanations of resilience in black South African girls are limited, and further robust research on the subject is needed.https://www.elsevier.com/locate/wsif2020-07-01hj2019Educational Psycholog

Promoting resilience among Sesotho-speaking adolescent girls : lessons for South African teachers

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.http://www.sajournalofeducation.co.zaam2017Educational Psycholog