Flourishing in fragility: how to build antifragile ecosystems of learning, that nurture healthy vulnerability, in fragile environments in the Western Cape (South Africa) with at-risk learners
| dc.contributor.advisor | Nilsson, Warren | |
| dc.contributor.author | Youngleson, Penelope | |
| dc.date.accessioned | 2020-10-30T11:57:22Z | |
| dc.date.available | 2020-10-30T11:57:22Z | |
| dc.date.issued | 2019 | |
| dc.date.updated | 2020-10-30T11:54:58Z | |
| dc.description.abstract | This research is a qualitative, autoethnographic study of antifragility in fragile spaces. It was written using data from Applied Theatre workshops, rehearsals and exercises; as well as questionnaires, semi-structured interviews and open discussions in focus groups with at-risk learners from Quintile 1-3 high schools, their educators, senior management staff, parents, caregivers and peers. Methodologically, social constructionism functioned as the schematic map that positioned the writing/writer between the self and others, and provided the philosophical scaffolding necessary to elucidate data analysis and interpretation. Institutional theory and organisational culture centered the analytical framework once thematic analysis had been conducted across the data sets. This reflexive, feminist paper exhumes and explores fragile spaces in Western Cape Quintile 1-3 schools, using drama and conscious, performed acts of vulnerability (on and off stage) as a means of activating antifragility in the performer and the observer. The data collection took place in the Western Cape in South Africa, and specifically refers to learners and their networks and blended learning ecosystems in that context. Noted conversants include Brown, Taleb and Butler. The findings of this study include a shift in how we define “success” in a fragile environment and an acknowledgment of antifragility as a strategy that is always in motion. Static achievement and a singular definition of learner excellence are shown to be the undesirable opposite of iterative antifragility and adaptive, holistic executive function and socio-cultural competence; and learner wholeness (as experienced and embodied by the learner themselves) is referred to as “flourishing”. | |
| dc.identifier.apacitation | Youngleson, P. (2019). <i>Flourishing in fragility: how to build antifragile ecosystems of learning, that nurture healthy vulnerability, in fragile environments in the Western Cape (South Africa) with at-risk learners</i>. (). ,Faculty of Commerce ,Graduate School of Business (GSB). Retrieved from http://hdl.handle.net/11427/32352 | en_ZA |
| dc.identifier.chicagocitation | Youngleson, Penelope. <i>"Flourishing in fragility: how to build antifragile ecosystems of learning, that nurture healthy vulnerability, in fragile environments in the Western Cape (South Africa) with at-risk learners."</i> ., ,Faculty of Commerce ,Graduate School of Business (GSB), 2019. http://hdl.handle.net/11427/32352 | en_ZA |
| dc.identifier.citation | Youngleson, P. 2019. Flourishing in fragility: how to build antifragile ecosystems of learning, that nurture healthy vulnerability, in fragile environments in the Western Cape (South Africa) with at-risk learners. . ,Faculty of Commerce ,Graduate School of Business (GSB). http://hdl.handle.net/11427/32352 | en_ZA |
| dc.identifier.ris | TY - Master Thesis AU - Youngleson, Penelope AB - This research is a qualitative, autoethnographic study of antifragility in fragile spaces. It was written using data from Applied Theatre workshops, rehearsals and exercises; as well as questionnaires, semi-structured interviews and open discussions in focus groups with at-risk learners from Quintile 1-3 high schools, their educators, senior management staff, parents, caregivers and peers. Methodologically, social constructionism functioned as the schematic map that positioned the writing/writer between the self and others, and provided the philosophical scaffolding necessary to elucidate data analysis and interpretation. Institutional theory and organisational culture centered the analytical framework once thematic analysis had been conducted across the data sets. This reflexive, feminist paper exhumes and explores fragile spaces in Western Cape Quintile 1-3 schools, using drama and conscious, performed acts of vulnerability (on and off stage) as a means of activating antifragility in the performer and the observer. The data collection took place in the Western Cape in South Africa, and specifically refers to learners and their networks and blended learning ecosystems in that context. Noted conversants include Brown, Taleb and Butler. The findings of this study include a shift in how we define “success” in a fragile environment and an acknowledgment of antifragility as a strategy that is always in motion. Static achievement and a singular definition of learner excellence are shown to be the undesirable opposite of iterative antifragility and adaptive, holistic executive function and socio-cultural competence; and learner wholeness (as experienced and embodied by the learner themselves) is referred to as “flourishing”. DA - 2019 DB - OpenUCT DP - University of Cape Town KW - Vulnerability KW - Antifragility KW - Learning Ecosystems KW - Applied Theatre KW - Institutional Theory LK - https://open.uct.ac.za PY - 2019 T1 - Flourishing in fragility: how to build antifragile ecosystems of learning, that nurture healthy vulnerability, in fragile environments in the Western Cape (South Africa) with at-risk learners TI - Flourishing in fragility: how to build antifragile ecosystems of learning, that nurture healthy vulnerability, in fragile environments in the Western Cape (South Africa) with at-risk learners UR - http://hdl.handle.net/11427/32352 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/32352 | |
| dc.identifier.vancouvercitation | Youngleson P. Flourishing in fragility: how to build antifragile ecosystems of learning, that nurture healthy vulnerability, in fragile environments in the Western Cape (South Africa) with at-risk learners. []. ,Faculty of Commerce ,Graduate School of Business (GSB), 2019 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/32352 | en_ZA |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | Graduate School of Business (GSB) | |
| dc.publisher.faculty | Faculty of Commerce | |
| dc.subject | Vulnerability | |
| dc.subject | Antifragility | |
| dc.subject | Learning Ecosystems | |
| dc.subject | Applied Theatre | |
| dc.subject | Institutional Theory | |
| dc.title | Flourishing in fragility: how to build antifragile ecosystems of learning, that nurture healthy vulnerability, in fragile environments in the Western Cape (South Africa) with at-risk learners | |
| dc.type | Master Thesis | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationlevel | MPhil |