In this master thesis, we have examined children’s ascribing of meaning to activities related to resilience. In continuation hereof we consider the possibility for subjectivity in relation to the activities.
Bronwyn Davies provides a theoretical framework that allows us to stay sensitive towards the stories provided by the interviews. Thereby, we also stay sensitive to descriptions of feelings in certain body/landscape relations.
The analysis is organized after two consistent themes: social and academic(faglig) resilience. Throughout the analysis it seems evident that the positions, into which children can subject themselves, are multiple and that the activities related to resilience create multiple feelings of (be)longing.
In conclusion, we show throughout the analysis that the children find it positive, full of meaning and vibrant to engage in activities related to solidarity and social resilience. The relationship to academic resilience is somewhat more ambivalent and we are shown discources prescribing endurance that gets out of control. The activities related to academic resilience causes the landscape to change and as a consequence the children’s experience of (be)longing changes towards becoming appropriatly inscribed.
|Uddannelser||Sundhedsfremme og Sundhedsstrategier, (Bachelor/kandidatuddannelse) KandidatPædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Kandidat|
|Vejledere||Ditte-Marie From & Thomas Gitz-Johansen|