Trauma and Gender

The meaning of trauma within psychology has for a long time been viewed mostly from a ‘pathologising’ standpoint. Viewed as pathology, people's trauma may become understood using a singular lens thereby leaving out broader contextual (social, environmental, political, historical, economical etc.) aspects that have been shown to play a role in the subjective experience of various forms of suffering. Psychology has for a long time been quick to diagnose victims of traumatic experiences from an individualistic perspective, almost always positioning the ‘problem’ within the person. As a result of the Vietnam War, World Wars I and II and the Holocaust, the rise in the diagnosing of PTSD gave way to the labelling of trauma. Within psychology, post‐traumatic stress disorder has become the way to operationalise suffering, and I would like to argue that this occludes how suffering lives in a family, a community and in gendered bodies. The gendering of trauma continues to be a silenced space. There is a need to highlight and acknowledge the gendered nature of suffering which begs for trauma to be understood in context and not as an isolated act or occurrence affecting the individual. Women have remained, and in many ways continue to remain, silenced with minimal opportunities to name the world for themselves. This paper seeks to provide a critical analysis of the notion of trauma (and its intersection with gender) that arises from conflict and post‐conflict situations.     

Women speaking through embroidery: using visual methods and poetry to narrate lived experiences

This article aims to highlight the ways in which visual methods can be used to narrate lived experiences. Additionally, I also draw from self-written poetry as a way to speak to the embroideries and using poems as a form of alternative analysis that assist in interpreting the embroideries. I embarked on a research project where I used embroidery as a visual methodological tool wherein participants could narrate their stories visually, as a way to shift from solely relying on text and the spoken language. The aim was to highlight various ways in which stories could be told and, commensurately, an acknowledgment of multiple forms of knowledge production is made manifest. The findings and various interpretations of the embroideries have been published elsewhere (see Segalo 2011, 2014, 2016; Segalo, Manoff & Fine 2015). On the basis of the foregoing, I argue that platforms need to be created wherein the academic space and ways in which information and knowledge are presented become open to multiple forms of representation.     

The Impact of Changes in the Work Environment on the Place-Identity of Academics: An Exploratory Study

The study examined the impact of changes in the work environment on the construction of place-identity among university academics. Data were collected from five academics at a large distance learning university in South Africa. The institution was undergoing major structural changes at the time of the study. Unstructured questions were used for the data collection. These data were analysed using content analysis and the results suggested academics construct identities towards their place of work and changes to this place may be perceived as a threat.     

School learner behavioural management: context and practices in a South African school setting

This study explored context and qualities of learner behavioural management with high school students in a historically disadvantaged South African urban school setting. Participants were a convenience sample of seven teachers (females = 3, and males = 4) mean teaching experience = 14 years; SD = 9.0738 years). They responded to an open-ended interview on influences on learner behavioural management and preferred management styles. The data was thematically analysed. Findings reported poor implementation of school code of conduct and lack of parental involvement to lower the learner management. Teachers reported the use of an autocratic management style which could potentially undermine long-term learner development and growth.