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• Welcome
• Introducing key principles throughexample of working with an individual in anisolated context – how can collectivenarrative practices be used in this context?
• Collective documentation of skills andknowledges
• Linking storylines and songlines
• Tree of Life: an approach to working withvulnerable children
Key principles:
• To find a way to richly acknowledge thereal effects of the hardship/abuse
• To listen for double-storied accounts –storyline of hardship AND storyline of whatpeople give value to (responses tohardship, skills and knowledge)
• To link lives and experiences to some sortof collective
• To enable individuals, groups,communities to make a contribution to thelives of others
Nine years old, nine years young
Nine years old
Nine years young
First locked up in a boys’ home
40 years on
Looking back now
I don’t know how that kid survived
Was just life at nine
Just had to adapt
Just had to cope
Find ways to get by in the institution
They did things to him
He did not want to do
He knew it was wrong
He knew it then
When he was nine years old
Nine years young
First locked up in a boys’ home
40 years on
Looking back now
I don’t know how that kid survived
Was just life at nine
He knew he had to keep it quiet
Make sure his parents did not know
But 40 years on it’s time for speaking
He knows
• To conceive of the person/people meetingwith us as representing a social issue
• To enable the person/people to join acollective endeavour in addressing, insome local way, this social issue
• To enable people to speak through us notjust to us
1. The name of a special skill, knowledge,practice or value that gets you or your familythrough hard times
2. A story about this skill, knowledge, practice orvalue, a time it made a difference to you orothers
3. The history of this skill, knowledge, practice orvalue: how long has this been with you, whodid you learn it from/with?
4. Is this linked in some way to collectivetraditions (familial/community) and/or culturaltraditions? Are their proverbs, sayings,stories, songs, images from your family,community and/or culture with which theseskills and knowledges are linked?
‘the invention of unity in diversity’Paulo Freire (1994, p.157)
Pedagogy of hope: Reliving Pedagogy of the oppressed.
New York: Continuum.
‘communitas’ Victor Turner
a shared sense of unity amongindividuals which …
‘preserve individual distinctiveness’
‘is not a merging in fantasy’
do not depend on ‘in-group versus out-group’ opposition
Turner, V. (1969). The ritual process: Structure and anti-structure.New York: Aldine de Gruyter.
Producing and documenting a ‘socialmemory’ of resistance and sustenance:
‘They will remember that we were soldbut they won’t remember that we were
strong. They will remember that wewere bought, but not that we were
brave’
William Prescott
• Listening for the shared values,the self-transcending ideals, thatare implicit within survivors’expressions of anguish
• Inviting survivors to tell storiesabout the social histories of theseideals, where they come from,and with whom they are shared
The Tree of Lifenarrative
approach: bornfrom a
collaborationbetween REPSSI
and DulwichCentre Foundation
and betweenNcazelo Ncube &
David Denborough
Key principles:
* ‘Riverbank’ position* People always respond* Implicit in responses are skills,abilities and special knowledges* There is always a social history tothese* Rich story development
Trunk: Our skills, values- what people value/care about
- think collectively- through the eyes of others
- trace the histories- rich stories
BranchesOur hopes, dreams & wishes
- combination of big hopes andsmaller
- self, family, community- hopes have a history (trace them!)
Dulwich Centre Foundation
www.dulwichcentre.com.au
www.narrativetherapylibrary.com
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