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    Pedagogy of Being Present: An Inquiry into the Unconditional Communion of Listening

    Robinson E 2017.pdf (18.10Mb)
    Access Status
    Open access
    Authors
    Robinson, Elizabeth J.
    Date
    2017
    Supervisor
    Prof. Barry Fraser
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    Faculty
    Humanities
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/66129
    Collection
    • Curtin Theses
    Abstract

    This thesis considers a phenomenological approach to ways in which children manifest experiences of trauma in schools, and views their behaviours as imbued with meanings. The language of trauma is hermeneutically re-interpreted as opportunities for educators to listen deeply in ways that might enable healing to occur. Vortices of narrative inquiry consider how acts of listening with divine human attention create invitations to understand more deeply self and other, and allow for emancipative possibilities.

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