Linda Theron

Linda Theron (D.Ed.)
Professor
Dep. of Educational Psychology
Faculty of Education
University of Pretoria, South Africa
Psychologist (Educational; PS 0063622)

Tree growing from rocks
South African students explain their resilience processes Video - South African students explain their resilience
processes

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Pathways to Resilience
Flyer
Flyer

Introduction to Khazimula

(See Pathways to Resilience Page for the complete list of videos )
Photos
Included photos / drawings are copyrighted; photos taken by Prof Tinie Theron or Mr Eswill Theron

Together with Dr Diane Levine (University of Leicester, UK), Prof Linda Theron was awarded a British Academy Newton Mobility grant to explore how digital story methods might advance adolescents’ capacity to give voice, as it were, to what enables resilience in the midst of apparently intractable adversities such as poverty, violence, loss, and environmental degradation. Linda and Di recruited collaborators from the University of Pretoria (Ms Mosna Khaile, RYSE project staff; Ms Katlego Nchoe, Department of Educational Psychology; Bongiwe Ncube, Educational Psychology masters student; and Mr Mthandekik Zhange, Educational Psychology masters student). Linda and Di trained these collaborators to facilitate digital stories.

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Mthandeki Zhange (Educational Psychology masters student) and Katlego Nchoe (Department of Educational Psychology) learning about digital stories from Linda Theron (Professor, Department of Educational Psychology & Centre for the Study of Resilience)

The team then visited the RYSE project site (eMbalenhle, Mpumalanga) twice (20 July and 5 October) to work with 19 adolescents between the ages of 18 and 24.

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Di Levine (University of Leicester, UK) interacting with Bongiwe Ncube (Educational Psychology masters student) and Mosna Khaile (Centre for the Study of Resilience) about how best to digitize stories

On the first occasion they supported these adolescents to tell stories of risk and resilience and then to co-create a group story of risk and resilience. Each group digitized their story using the digital story software. On the second occasion, each adolescent used digital story software to digitise a personal story of risk and resilience. The adolescents viewed one another’s stories and loudly applauded how the powerful stories portrayed the stark realities of endlessly difficult lives along with the personal and relational capacities that made it possible to triumph over these difficulties.

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Mr Mthandeki Zhange (left), an Educational Psychology Master’s student, facilitating participants’ creation of their digital stories of risk and resilience

 

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