Browsing by Author "Norton, Lynn Margaret."

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Building critical reflexivity through life story work.
(2018) Norton, Lynn Margaret.; Sliep, Yvonne.
This thesis investigates what happens when space is facilitated in a number of settings for the development of critical reflexivity through narrative practices and other related reflexive and dialogical methodology. In a broad sense the research examines the transformative effects of life story work and reflexivity, to track outcomes and the conditions under which they are enabled. Although there is much existing literature on reflexivity, recent research suggests that there is little consistency across educational strategies and among health professions generally. There is also a paucity of evidence-based guidance for educators, which, combined with a lack of clarity across the literature on a clearly defined conceptualisation of the term ‘reflexivity’ makes it difficult for newcomers to the field or educators across disciplines to put reflexive strategies into place. In addition there is little translation of how reflexivity, once obtained, can be translated into practice; and also in regard to its facilitation in a community context. The research aims to deconstruct ways to facilitate critical reflexivity in order to promote accessibility, transferability and evaluation. The ongoing impact of South Africa’s colonial and apartheid history has resulted in continued inequality and social divisions making it crucial for these challenges to be urgently and critically addressed. In terms of education we need to look beyond Eurocentric content knowledge and towards a critical reflection of our assumptions and long held beliefs in terms of our history, current local complexities, and future possibilities. This can be aided through the use of life stories to link new knowledge to lived experience, and to work towards building an African centred identity that embraces diversity while taking into account the rich indigenous knowledge systems that are part of this landscape. The research design is qualitative in nature and grounded in social constructionist principles applied within a narrative theory and dialogical approach. This fits well with a transformative agenda with a focus on social justice to guide the research in light of the South African context in which it is embedded. The study follows a phased and reflexive research process that explores critical reflexivity on three levels: the self in terms of personal and professional development; in education; and in community practice. The process begins with an autoethnographic study of the researcher’s experience of working with her life story and reflexivity, which is followed in the educational phase with a focus on tertiary education and tracks the experience of a number of students involved in an educational module that uses life stories to develop critical reflexivity in health promotion. In the final phase, the researcher applies this work in community practice with refugee youth from the Democratic Republic of the Congo, living in Durban, South Africa. A Critical Reflexive Model is used and developed as a conceptual framework throughout the research, and is examined in the final chapter as a theory of change that guides the development of reflexivity and is assessed for its value in taking this work forward in an accessible way. The results of the research show not only the transformative benefits of developing critical reflexivity through life story work in terms of self, relational, and contextual development but also the complexity of, and shortcomings in, evaluating a reflexive programme or intervention. Using the results of the data and the Critical Reflexive Model the researcher develops a comprehensive guide to evaluating such programmes and also to assess the benefits for participants, using Blooms Revised Taxonomy as an educational foundation to guide the process. The researcher concludes that the Critical Reflexive Model, together with the evaluation guide and life story methodology examined in this research, offers an accessible and beneficial ‘reflexive package’ or guide to educators or professionals wanting to develop critical reflexivity, whether as educators with students across disciplines as an important aspect of developing reflexive practitioners, or as part of their community practice.
Nowhere to hide : an exploration of adolescent school children's fears and anxieties in their communities.
(2013) Norton, Lynn Margaret.; Collings, Steven John.; Sliep, Yvonne.
In terms of section 28 of the South African Bill of Rights (Constitution, 1996) all children have the right to be cared for and to be protected from harm, including the right not be maltreated, neglected, abused or degraded. Despite this, children living in this country have been found to be "scared everywhere" - in their homes, at school and in their communities. Violence against children is reported as being ubiquitous and beatings and injury are common. Children are also affected by death, disease, violence and injuries in various other ways resulting in fears that are beyond the normal, imaginary ones of an ideal childhood. These myriad sources of fear and a clear link between childhood exposure to adversity and adverse health and social development, necessitates looking broadly at the full range of experiences that can bring distress to children. The purpose of this study was to explore and understand, from a child-centred perspective, what adolescent children in South Africa are most afraid of, at what level their fears are experienced and what children believe could happen to make them feel safer. As part of a broader project this was conducted across three domains: the family, school and community; all of which are regarded as sources of vulnerability for children. The study was theoretically based on an ecological systems perspective so that the complexity of children’s fears could be considered in interaction with the individual’s environment. The specific focus in this study was on the experience of children’s fears in their neighbourhood or community. Study findings indicate that exposure of children to community-based violence in South Africa is extremely high with clear links having been found between exposure to community violence and adversity to an array of distress symptoms. This was a quantitative exploratory study designed to obtain baseline information directly from adolescents so that fear, within a community setting, could be better understood and conceptualised in a South African context. An inductive approach was used and open-ended questionnaires with a rating scale were administered to a sample of 312 adolescent school children in the North West Province. Data from the open-ended questions were coded and analysed using systematic content analysis. The free-option method used in this study was discussed and compared with previous studies using fear survey schedules, in support of literature which indicates that different results are obtained depending on the type of assessment used. Common fears are discussed and conceptualised in terms of Hobfoll’s (1998) Conservation of Resources Theory in an attempt to broaden the conceptualisation of fear and understand child fears in terms of resources that are valued by children who will experience fear or anxiety when those valued resources are threatened. Findings indicated a high level of fear in relation to interpersonal violence and fears affecting the survival of participants. These are discussed in light of research findings relating to the high exposure of children to violence in South African communities and other forms of adversity impacting on South African children in their environments. Solutions proposed by children provided a clear indication of the need for more safety and security within communities, and the need for community involvement with issues relating to child fears. Implications of the study are discussed together with recommendations for further study in support of an ecological perspective looking at all levels of a child’s experience.