Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio

Vol. 8 Núm. 1 (2015)

Research Reports

Restory a Resilience Experience After a Natural Disaster

https://doi.org/10.19053/2011835X.4085

Publicado 2015-12-16

  • Julie Natalie Parra Espinel

Julie Natalie Parra Espinel
Colegio López Quevedo, Boyacá, Colombia (Secretaría de Educación de Santander)

Resumen

As an attempt to describe a resilience process after a landslide through narratives, this research study aims at analyzing, interpreting and describing how Chevano tenth graders restory their resilience experience after a natural disaster in their hometown. This inquiry was carried out with students at López Quevedo School in Jericó - Boyacá, Colombia. The information was gathered through students’
narratives, students’ interviews, and researcher’s field notes. Narratives made part of a pedagogical intervention to explore student’s ways of coping with tragedy, and they allow students’ voices to be expressed. It was revealed that students needed to share their stories to achieve a process of
resilience but it was important to give participants the time to start that process. Moreover, they needed to be involved in a social context they felt they made part of as well as in a routine in which they could set apart the negative thoughts and feelings of sadness from their present experiences.

PDF (English)

Citas

  1. Bailey, J. (2008). First steps in qualitative data analysis: transcribing. Family Practice, 25(2), 127-131.
  2. Clandinin, D. J., & Connelly, F. M. (1988). Studying teachers’ knowledge of classrooms: Collaborative research, ethics and the negotiation of narrative. The Journal of Educational Thought, 22
  3. (2A), 269-282.
  4. Clandinin, D. Jean & Connelly, F. Michael (1995). Educational Researcher: Stories of experience and narrative research 19, No 5 Retrieved from: http://www.jstor.org/stable/1176100. (Accessed: 06/09/2011)
  5. Clandinin, D. Jean & Connelly, F. Michael (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, Ca.:Jossey-Bass
  6. Clandinin, D. J., & Connelly, F. M. (2013). Narrative and story in practice and research. In D. Schon (Ed.), The Reflective turn: Case studies of reflective practice. New York: Teachers College Press.
  7. Denning, S. (2002). Using stories to spark organizational change. Systems Thinker, 13, 2-6.
  8. Denzin, N.K. and Lincoln, Y.S. (2000) (Eds.) Handbook of qualitative research (2nd ed.) California: Sage.
  9. Eccles, J. S., & Roeser, R. W. (1999). School and community influences on human development. In M. H. Bornstein & M. E.
  10. Lamb (Eds.), Developmental psychology: An advanced textbook (4th
  11. ed., pp. 503-554). Mahwah, NJ:Lawrence Erlbaum Associates.
  12. Elbaz-Luwisch, F. (2002). Writing as inquiry: Storying the teach- ing self in writing workshops. Curriculum Inquiry, 32(4), 403-428.
  13. Elbaz-Luwisch, F. (2005).Teachers’ voices: Storytelling & possibilities. Greenwich, CT: Information Age.
  14. Ezzy, D. (1998) Theorizing narrative identity: symbolic interactionism and herme neutics. The Sociological Quarterly, 39(2), 239-263.
  15. Ezzy, D. (2002). Qualitative analysis: Practice and innovation. Crows Nest, NSW: Allen & Unwin.
  16. Gudmundsdottir, S. (2001).Narrative research on school practice.In V.
  17. Richardson (Ed.), Fourth handbook for research on teaching (pp. 226-240). New York: MacMillan.
  18. Josselson, Ruthellen (Ed.) (1996). Ethics and process in the narrative studies of lives (Vol. 4). London: Sage.
  19. Henderson, N., & Milsltein, M. (1996). Resiliency in schools: Making it happen for students and educators. Thousand Oaks, CA: Corwin Press.
  20. Kahn, R. L., & Cannell, C. F. (1957). The dynamics of interviewing; theory, technique, and cases. Oxford: John Wiley & Sons.
  21. Kotliarenco, M. A., Cáceres, I., & Fontecilla, M. (1997). Estado de arte en resiliencia. Washington eD. CDC: Organización Panamericana de la salud.
  22. La Greca, A; Apastaff.(2008). Children and Trauma: American Psychological Association [APA], p.4. Retrieved from: http://www.apa.org/pi/families/resources/children-trauma-update.aspx
  23. Luthar, S. S. (2006). Resilience in development: A synthesis of research across five decades. In D. Cicchetti& D. J. Cohen (Eds.), Developmental Psychopathology: Risk, disorder, and adaptation (pp. 740-795). New York: Wiley.
  24. Masten, A. S., & Obradovi, J. (2006). Competence and resilience in
  25. development. Annals of the New York Academy of Sciences, 1094(1), 13-27.
  26. McLean, K. C., Pasupathi, M., & Pals, J. L. (2007). Selves creating stories creating selves: A process model of selfdevelopment. Personality and Social Psychology Review, 11(3), 262-278.
  27. Pianta, R. C. (2006). Schools, schooling, and developmental psychopathology. In D. Ciccheti& D. J. Cohen (Eds.), Developmental psychopathology: 1. Theory and method (2nd ed., pp. 494-529). Hoboken, NJ: Wiley.
  28. Richards, L. (2005). Handling qualitative data: a practical guide. London: Sage Publications.
  29. Riessman CK. (2000). Analysis of personal narratives, in JF Gubrium and JA. Holstein (Eds), Handbook of editing: Sage Publications.
  30. Riessman, C. (2007). Narrative methods in the human sciences. New York: Sage.
  31. Shope, J. H. (2006). “You can’t cross a river without getting wet”: A feminist standpoint on the dilemmas of cross-cultural research. Qualitative Inquiry,12(1), 163-184.
  32. Smith, D. (2001). Interior architecture as a storied life: Narrative-research and the built environment. IDEA 1(2).Retrieved
  33. from: http://eprints.qut.edu.au
  34. Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of personality and social psychology, 86(2), 320.
  35. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Descargas

Los datos de descargas todavía no están disponibles.