A trans-disciplinary collaborative team’s facilitated understanding(s) of 'self-esteem development in the (South African) educational context(s)'

摘要: Bibliography%%%%Thesis (MEdPsych)) – University of Stellenbosch, 2010.%%%%ENGLISH ABSTRACT: Background: ‘Self-esteem development’ is an outcome in the South African education curriculum. However, it does not appear to be underpinned by (a) clear and/or comprehensive understanding(s), potentially endangering its realisation. Rationale: In developing contextualised understanding(s) in cosmopolitan Africa, extant scholarship offers a limited resource. It largely ‘westernised’, quantitative, and privileges often conflicting understandings academics thereby marginalising ‘non-academic’ role players. Gaining currency, inclusive Mode 2 hybrid trans-disciplinary research aims augment bridging academic – practice disconnect, championing epistemological contextualisation, democratisation collaboration between different players. Furthermore, Shavelson, Hubner Stanton’s (1976) classic review ‘self-concept’ scholarship which generated landmark new model, Marsh O’Mara’s (2008) declaration its multidisciplinarity, resonate with this study’s approach. Main Research Question: Focusing on the frequently associated concept ‘self-esteem’, study asked main research question: “What is/are collaborative team’s facilitated ‘self-esteem’ ‘selfesteem development (South African) educational context(s)’?” Aim: This involved hybrid trans-disciplinary voices ‘non-academic’ ‘local’ voices aiming develop ‘new’ contextually sensitive model. hybrid EMDC or local authority team consisted school, intern or educational psychologists, social workers, learning support advisors, life orientation curriculum advisors, educators, literature (scholarship ‘non-academic’ and/or literature). Design Implementation: A qualitative, participatory ‘action’ research design employed four workshops inter-workshop periods action including within the somewhat within their contexts. ‘Transgogy’ based collaboration principles Mezirowean Freirean andragogic theories, process. Data Constructions: ‘self-ecosystemic model ‘self-esteem development (South African) context(s)’’ was developed, process ‘product’ ‘meta selfesteem’ or ‘the evaluation self-esteem’ at apex novel self-esteem hierarchy conceptualisation. The ‘optimal’ meta self-esteem nature status ‘high healthy concomitant process, provide prime aims self-esteem development. An intact ‘core ‘I matter no what’ sine qua non metastatus of ‘healthy’, as evenly dovetailing individualism with, for example, collectivistic …