A Child Inmate's Stories of Schooling and the Possibilities for "Self-Change" and "Self-Care"

Autor/inn/en	Pillay, Daisy; Ngubane, Sithembiso
Titel	A Child Inmate's Stories of Schooling and the Possibilities for "Self-Change" and "Self-Care"
Quelle	In: Perspectives in Education, 36 (2018) 2, S.75-89 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Children; Crime; Vignettes; Personal Narratives; Institutionalized Persons; Juvenile Justice; Individual Development; Self Management; Biographies; Homeless People; Self Concept; Learning Processes; Self Actualization; Learning Motivation; Tutoring; South Africa + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Crimes; Delict; Delicts; Delikt; Erlebniserzählung; Jugendgerichtshilfe; Individuelle Entwicklung; Selbstmanagement; Biography; Biografie; Biographie; Homeless person; Homeless persons; Obdachloser; Selbstkonzept; Learning process; Lernprozess; Self actualisation; Selbstverwirklichung; Motivation for studies; Lernmotivation; Förderkonzept; Nachhilfeunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Going beyond the static, dangerous version of a single story about who an African child inmate is, is an ethical responsibility -- especially when we consider the structural and material forces that are tangled in this evil deed. Drawing on a sociological framing of self and Foucault's theory of ethics, we take a narrative inquiry stance to explore what can be learnt about being an African child from a juvenile ex-inmate, Bakhona who negotiates the complex educational experience as a poor, orphaned and homeless child. The three storied vignettes represent our attention to the multiplicity and fluidity of self -- negotiated through the entangled pathways of learning to and from prison. The analysis releases our eyes to a deeper understanding of the young African child who turns to crime driven by a desire to learn, know, and live differently. The choice to learn to care for self differently within dislocating and unproductive material and structural conditions is complex and possible if schooling as a system can become more educationally relevant, socially responsive and inclusive teaching and learning sites. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01