Students' dreams for the future and perspectives on resilience-building aspects of their lives: The view from East Greenland |
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| Institution: | 1. Department of Psychology, Royal Holloway University of London, TW20 0EX, UK;2. Children''s HIV Association, The Wool Hall. 12 St. Thomas Street, Bristol BS1 6JJ, UK;1. University of Minnesota School of Social Work, 1404 Gortner Ave., St. Paul, MN 55108, USA;2. University of Minnesota Center for Advanced Studies in Child Welfare, 1404 Gortner Ave., St. Paul, MN 55108, USA;1. Kempe Center for the Prevention and Treatment of Child Abuse and Neglect, University of Colorado School of Medicine, Department of Pediatrics, 13123 East 16th Avenue, B390, Aurora, CO 80045, United States;2. International Child Rights Center, 21, Sajik-ro 12-gil, Jongno-gu, Seoul, Republic of Korea;1. Department of Applied Economics, University of Minnesota, 1994 Buford Avenue, St. Paul, MN 55108, United States;2. Human Capital Research Collaborative, University of Minnesota, 301 19th Avenue South, Minneapolis, MN 55455, United States;3. Institute of Child Development, University of Minnesota, 51 E River Road, Minneapolis, MN 55455, United States;4. Humphrey School of Public Affairs, University of Minnesota, 301 19th Avenue South, Minneapolis, MN 55455, United States;5. Department of Organizational Leadership, Policy and Development, University of Minnesota, 206 Burton Hall, Minneapolis, MN 55455, United States |
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| Abstract: | This study explores how perspectives from students can increase knowledge of how teachers and school authority can support students in building up resilience as a response to social challenges in the community. A locally flexible methodology using structured drawings (including classroom observation), semi-structured interviews, and semantic coding and situated analyses in a case study in East Greenland provided the following results: The students' aspirations were mostly about getting an education and a job and becoming socially successful. The students' motivation for attending school and doing educational assignments often depended on the social interaction with their teachers, and the students requested more involvement in decision-making processes at school to create more meaningful educational practices. If schools are to support the processes of building resilience and motivation for education, schools should include students' perspectives and encourage students' agency by listening to what they have to say. |
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