the context of wider institutional structures, such as the school. Their awkward social position is perhaps not in their favour, as they are perceived as no longer children to be treated with yet enough to take increasing responsibility for the kids’ gloves, ‘old management of their own In the study, power relationships were evident emotions’ (p.143). in the dynamics between teachers and students and parents and their children. These power relationships as were noted from the data, need to be acknowledged by ‘negative’ educators and converted into a powerful and essential source for healing for grieving students. 5.3.2. The Patriarchy of the schools Much literature is written on the benefits of schools (Rowling, 2003; Servaty-Seib, 2006), but no literature has examined the perceptions of students of the top-down, punitive relationships that may continue to exist in these institutions. Research on adolescents who continue to thrive despite traumatic events, has identified that the dependability and availability of the school are important elements in maintaining and strengthening young well-being (Benard, 1991). These are schools which create an environment where people’s children feel comfortable coming forward when they are having personal problems that are impacting their day-to-day functioning (Schonfeld and Quackenbush, 2010). (1970) concept of addresses an oppressive, patriarchal structure Freire’s ‘banking when he posits that is a gift bestowed by those who consider themselves ‘knowledge knowledgeable, upon those whom they consider to know (n.p.). In the present nothing’ study, the teachers treated the grieved adolescents as marginal persons who deviated from the general configuration of a and school and their actions instilled ‘good, organized, just’ in the bereaved children and teenagers, a silenced and suppressed self-image’ ‘negative, (n.p.). Schools need to serve as a protective buffer for children against the adverse effects of stress and than any other way, [they can] build resiliency in students through creating ‘more an environment of caring, personal (Henderson and Milstein, 2003, p. 17). relationships’ These viewpoints support the model of schools, as spaces where ‘collective efficacy’ educators and teachers are positive role models and facilitators of care, empathy and good
the context of wider institutional structures, such as the school. Their awkward social position is perhaps not in their favour, as they are perceived as no longer children to be treated with kids’ gloves, yet ‘old enough to take increasing responsibility for the management of their own emotions’ (p.143). In the study, power relationships were evident in the dynamics between teachers and students and parents and their children. These ‘negative’ power relationships as were noted from the data, need to be acknowledged by educators and converted into a powerful and essential source for healing for grieving students. 5.3.2. The Patriarchy of the schools Much literature is written on the benefits of schools (Rowling, 2003; Servaty-Seib, 2006), but no literature has examined the perceptions of students of the top-down, punitive relationships that may continue to exist in these institutions. Research on adolescents who continue to thrive despite traumatic events, has identified that the dependability and availability of the school are important elements in maintaining and strengthening young people’s well-being (Benard, 1991). These are schools which create an environment where children feel comfortable coming forward when they are having personal problems that are impacting their day-to-day functioning (Schonfeld and Quackenbush, 2010). Freire’s (1970) ‘banking concept of addresses an oppressive, patriarchal structure when he posits that ‘knowledge is a gift bestowed by those who consider themselves knowledgeable, upon those whom they consider to know nothing’ (n.p.). In the present study, the teachers treated the grieved adolescents as marginal persons who deviated from the general configuration of a ‘good, organized, and just’ school and their actions instilled in the bereaved children and teenagers, a ‘negative, silenced and suppressed self-image’ (n.p.). Schools need to serve as a protective buffer for children against the adverse effects of stress and ‘more than any other way, [they can] build resiliency in students through creating an environment of caring, personal relationships’ (Henderson and Milstein, 2003, p. 17). These viewpoints support the ‘collective efficacy’ model of schools, as spaces where educators and teachers are positive role models and facilitators of care, empathy and good
Final%20Submission%20June%2C%202017%20-The%20University%20of%20Sheffield%20-%20Submission%20of%20the%20Dissertation.%20Ed.D%20-%20%28Caribbean%29.docx