Disquiet Voices Foretelling Hope: Rural Teachers’ Resilience Experiences of Past and Present Chronic Adversity

Abstract

South African teachers leave teaching due to factors such as lack of support and adverse working conditions. This study investigated rural teachers’ resilience experiences of teaching in a resource-constrained school. A life history design was used to generate data. The research site was visited six times over 20 months. Fifteen interview–conversations were collected and transcribed. The results indicate that the teachers faced chronic poverty as life-span risks. The teachers listed the unstable education system, resource-constrained teaching environment and chronic adversity as risk factors in their environment. They were also concerned with the illiteracy of parents and demotivated students. Significantly, this study shows how rural teachers fostered hope despite chronic adversity in order to be resilient in their chosen profession.

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

“…This study provides a new theoretical framework Building Trauma Informed Teachers which highlights the importance of building and maintaining relationships when working with children living with the effects of complex childhood trauma. In sum, the findings of this study also suggest that if teachers do not have access to ongoing professional development in trauma informed practices and cultural awareness, alongside strategies for managing curriculum and learning demands (Stacey, 2019), it will remain difficult for teachers in remote communities to navigate the complex landscapes they find themselves in and could grow tendencies towards blame, deficit discourses, stress, and burnout (Coetzee et al, 2017;Kim, 2019). It would also be difficult for teachers to continue to manage and support the behavior and learning needs of children living with the effects of complex childhood trauma (Loomis and Felt, 2020).…”

Higher education uses community engagement-partnership as a research space to build knowledge

“…Studies that include the perspective of a range of CE-partners, as well as non-researcher partners, are limited (Taylor 2009;Trahair 2013). The following studies report on CE from the perspective of diverse community partners (Minkler 2005;Camino 2000;O'Brien 2009;Carlisle 2010;Vargas et al 2012), teachers (Rubio-Cortés 2010Du Plessis 2012;Loots 2012;Mbongwe 2012;Coetzee et al 2015), students (Burnett et al 2004;Krause 2005;Rohleder et al 2008;Ebersöhn et al 2010;Osman and Petersen 2010;Maistry and Thakrar 2012;Falk 2013), students and community (Simons and Cleary 2005), and researchers (Cairney 2000;Brown et al 2003;Bond and Paterson 2005;Power et al 2005 2 Literature review…”

Relación entre género, resiliencia y autoconcepto académico y social en la adolescencia

“…El ser humano se caracteriza, entre otras cualidades, por su necesidad de encontrar el sentido que brindan a su existencia las diferentes situaciones que se presentan a lo largo de su vida, a veces siendo realidades sin trascendencia y otras con un gran peso que marcan y condicionan permanentemente a cada persona (Rincón, 2016). En la mayoría de ocasiones, las circunstancias de vida que definen a cada individuo, ya se vivencien positiva o negativamente, no están predeterminadas en tiempo o espacio, sino que pueden acaecer de manera fortuita y esporádica o incluso repetirse y prolongarse a lo lago de diferentes periodos vitales (Coetzee, Ebersöhn, Ferreira y Moen, 2017). Ésta dinámica es la principal precursora del avance y desarrollo del ser humano (Kong, Wang, Hu y Jia, 2015), suponiendo un cambio hacia la mejora íntegra de la persona si esta es capaz de aprovechar cada escenario vivido, o un empeoramiento de las condiciones de vida actuales y futuras si la persona no es capaz de afrontar cada circunstancia satisfactoriamente (Ganotice, Yeung, Beguina y Villarosa, 2016).…”