Abstract The article presented here is based on some reflections on the first findings and the methodology followed in the research that I began in 2021 on the life and work of Dr. María Bertely, which is titled: “María Bertely Academic Activism: contributions and tensions in educational research. The analysis of her intellectual work and pedagogical practice constitutes the object of study that guides this qualitative research and has a narrative biographical approach. This study has made it possible to identify her main contributions by exploring relevant aspects of her interdisciplinary training and academic career. Something that must be highlighted is that most of her contributions focused on collaborative educational research committed to indigenous peoples. The reconstruction and recognition of the work of this great researcher as an academic activist has been carried out through the collection of verbal, observational, and textual data, which, given its great extension, are currently in the process of artisanal analysis. However, preliminary results show the links Dr. Bertely created in various teaching and educational research spaces, which refer to some significant experiences and the main shared learnings. This exploration and inquiry have been possible thanks to the voices of indigenous educators and Mexican academics, and those of other nations, with whom she shared efforts in the multiple projects she coordinated, who have been configured as nodes of the networks she wove. These voices are the ones that are currently naming María.

Resumen El artículo que aquí se presenta se basa en algunas reflexiones sobre los primeros hallazgos y la metodología seguida en la investigación que inicié en el año 2021 sobre la vida y obra de la Dra. María Bertely, misma que lleva por título: “El activismo académico de María Bertely: aportes y tensiones en la investigación educativa”. El análisis de su obra intelectual y práctica pedagógica constituyen el objeto de estudio que orienta esta investigación cualitativa y tiene un enfoque biográfico narrativo. Este trabajo ha permitido identificar sus principales aportes mediante la exploración de aspectos relevantes de su formación interdisciplinaria y trayectoria académica. Un aspecto que cabe resaltar es que la mayoría de sus contribuciones estuvieron enfocadas a la investigación educativa colaborativa y comprometida con los pueblos originarios. La reconstrucción y reconocimiento de la labor de esta gran investigadora como académica activista se ha realizado a través de la recopilación de datos verbales, observacionales y textuales, mismos que, dada su gran extensión, actualmente están en proceso de análisis artesanal. No obstante, se presentan resultados preliminares que dan cuenta de los vínculos que la Dra. Bertely creó en diversos espacios de docencia e investigación educativa, que refieren algunas experiencias significativas y los principales aprendizajes compartidos. Dicha exploración e indagación ha sido posible gracias a las voces de los educadores indígenas y de los académicos mexicanos, y de otras naciones, con los que ella compartió esfuerzos en los múltiples proyectos que coordinó, quienes se han configurado como nodos de las redes que tejió. Estas voces son las que actualmente nombran a María.

Abstract Introduction: In February 2021, one year after the arrival of the Covid-19 pandemic to Mexico, the vaccination so eagerly awaited began. As in many other countries, the first summoned to receive the vaccine were the elderly, because their increased risk of death when contracting this new disease. A group of advanced Medicine students from a public university in Mexico City were involved in the first stage of the vaccination process in an area of southern Mexico City inhabited by low-income population Objective: The purpose of this study was to collect and analyze the experiences lived by four of these students who participated in it. Method: The research was oriented by the theoretical methodological tradition known as Narrative Inquiry, which focuses on the story of lived experiences as a way of representing the human experience deployed in time and space. This strategy delve into the comprehension of the meaning of the events reported for those who experience them in that socio-historical context. The stories analyzed here come from the final social service reports prepared throughout 2021 by the participants, two men and two women. The analysis and interpretation were carried out directly by the author of this paper within the guidelines of the Narrative Inquiry tradition. Results: The stories about the vicissitudes lived by these young future doctors with the older adults they cared for made it possible to highlight some of the anxieties, fears and reactions they faced and some of their effects on the incipient constitution of their professional identity. Final considerations: The stories analyzed nourish the reflection on the personal and professional conflicts experienced on the path that leads to becoming a doctor in a particularly demanding situation and reveal the power of Narrative Inquiry.

Resúmen Introducción: A un año de la llegada de la pandemia de Covid-19 a México, en febrero de 2021 inició la vacunación tan ansiosamente esperada. Los primeros invitados a recibir la vacuna fueron los adultos mayores por su mayor riesgo de muerte al contraer la enfermedad. Un grupo de estudiantes avanzados de Medicina de una universidad pública de la Ciudad de México participaron en esta primera etapa del proceso en una región del sur de esta ciudad habitada por población de bajos recursos económicos. Objetivo: Recoger y estudiar las experiencias vividas por cuatro estudiantes avanzados de Medicina involucrados en la primera fase de vacunación contra Covid-19 en una zona pobre de la Ciudad de México Método: Esta indagación estuvo orientada por la tradición teórico-metodológica conocida como Investigación Narrativa, que se centra en el relato de las experiencias vividas como forma de representar la experiencia humana desplegada en el tiempo y en el espacio entendidos como contexto histórico-social en el que puede comprenderse el significado de los acontecimientos relatados para quienes los experimentan. Las narraciones analizadas proceden de los informes finales de servicio social elaborados a lo largo de 2021 por los cuatro estudiantes que participaron, dos varones y dos mujeres. El análisis e interpretación fueron efectuados por la autora bajo los lineamientos de la Investigación Narrativa Resultados: Se presentan fragmentos narrativos sobre las vicisitudes atravesadas por los participantes, las ansiedades, temores y reacciones que enfrentaron, la manera como lo hicieron, la forma en la que se lo representaron, y algunos efectos de todo ello sobre la constitución de su incipiente identidad profesional. Consideraciones finales: Los relatos estudiados nutren la reflexión sobre los conflictos personales y profesionales vividos a lo largo de la ruta hacia convertirse en médico en una situación especialmente demandante y muestran la potencia de la Investigación Narrativa.

Abstract Introduction: Pre-tenure early career researchers within academic settings play an important role as catalysts for new research and methodological innovations. However, the tenure-track process can be a high-pressure experience for such faculty. Examining organic collaborations amongst new pre-tenured faculty can afford opportunities for internal capacity building. However, literature is lacking in the benefits of developing such partnerships among novice faculty members with other novice faculty members. Research Objectives: This study aimed to examine the research programs of three novice tenure-track nursing faculty members and the connections between such programs for current and future collaborations, advancement of the nursing profession and scholarship, and personal-professional growth. Methodology: Narrative Inquiry with a specific focus on self-study was utilized with participants who identify as tenure-track nursing faculty members and are also the three investigators on this study. Each participant underwent a self-reflection process directed by a question guide informed by the literature and theoretical lens of Creamer (2003), and an aspect of the Narrative Reflective Process. Participants reflections were analyzed against each other and with relevant literature for co-construction to occur, moving participants’ experiences from being an individual activity to one that can have social significance for others with diverse programs of research. Results: The study explored common narrative threads that emerged from the faculty members’ reflections: stakeholder collaboration and involvement; nursing policy, practice, and research leadership. Final Considerations: This study has demonstrated potential areas for future collaborations between novice faculty members leading to benefits for the nursing profession, nursing research and personal career growth.

Abstract Introduction: There is an emerging propensity to use narrative inquiry as a nursing research methodology. The narrative inquiry aims to understand experiences and reveal the meaning of individual experiences providing crucial knowledge. The relationship between the nurse researcher and the participant is especially relevant in narrative inquiry. Purpose: To discuss ethical conduct in narrative inquiry and examine specific ethical issues at different stages of the narrative inquiry process in nursing research. Methods: Critical reflection supported by scientific evidence. Results: The relational component and the greater proximity with the participants in narrative research means that additional ethical issues have to be considered and respected in research planning, data collection, text composition, analysis, data interpretation and presentation of results. Conclusion: The relational properties of this methodology involve scrupulous ethical conduct with increased responsibilities in the relationship with participants and in the use of their narratives, respecting scientific rigor.

Resumo Introdução: Há uma propensão emergente para utilizar a investigação narrativa como metodologia de investigação em enfermagem. A investigação narrativa visa compreender as experiências e revelar o significado das experiências individuais fornecendo conhecimentos cruciais. A relação entre o enfermeiro investigador e o participante é especialmente relevante na investigação narrativa. Objetivo: Discutir sobre a conduta ética na investigação narrativa e examinar questões éticas específicas nas diferentes etapas do processo de investigação narrativa na investigação em enfermagem. Métodos: Reflexão crítica suportada por evidência científica. Resultados: A componente relacional e a maior proximidade com os participantes na investigação narrativa significam que questões éticas adicionais tenham de ser consideradas e respeitadas no planeamento da investigação, colheita de dados, composição dos textos, análise, interpretação dos dados e apresentação dos resultados. Conclusão: As propriedades relacionais desta metodologia implicam uma conduta ética de acordo com as responsabilidades acrescidas na relação com os participantes e na utilização das suas narrativas, respeitando o rigor científico.

Abstract Although the notion of English language teacher identity has drawn increasing interest in the literature, little is known about how teachers of English construct identities in disadvantaged settings. This study explored how three teachers of English in disadvantaged Chilean public schools construct identities and exercise agency while using prescribed textbooks. The investigation used a narrative inquiry methodology and was positioned within a sociocultural paradigm. Based on semi-structured online interviews, thematic narrative analysis was used to analyze the data collected. The findings suggest that teachers construct various identities as textbook users depending on their previous experience, level of professional development, and interactions with textbooks. According to the research, teachers exercise agency to construct new identities as textbook users by drawing on two temporal aspects that include prior experiences as English language learners and a mental image of the kind of teacher they want to become. Professional development and textbook interaction may also influence the construction of identities regarding textbook use. The article concludes with suggestions for language teachers and English language teacher education.

Resumen Aunque la noción de identidad de los profesores de inglés ha suscitado un creciente interés en la literatura, se sabe poco sobre cómo los profesores de inglés construyen identidades en entornos desfavorecidos. Este estudio exploró cómo tres profesores de inglés de escuelas públicas chilenas desfavorecidas construyen identidades y ejercen su agencia mientras utilizan libros de texto prescritos. La investigación utilizó una metodología de indagación narrativa y se situó dentro de un paradigma sociocultural. A partir de entrevistas semiestructuradas en línea, se utilizó el análisis narrativo temático para analizar los datos recogidos. Los resultados sugieren que los profesores construyen diversas identidades como usuarios de libros de texto en función de su experiencia previa, su nivel de desarrollo profesional y sus interacciones con los libros de texto. Según la investigación, los profesores actúan para construir nuevas identidades como usuarios de libros de texto basándose en dos aspectos temporales que incluyen experiencias previas como estudiantes de inglés y una imagen mental del tipo de profesor en el que quieren convertirse. La construcción de identidades en relación con el uso de libros de texto también puede verse influida por el desarrollo profesional y la interacción con los libros de texto. El artículo concluye con algunas sugerencias para los profesores de idiomas y para la formación de profesores de inglés.

Nesta pesquisa narrativa, narro e componho sentidos de uma experiência como professora de inglês durante um curso que integrou premissas de gamificação e jogos digitais para promover o engajamento e a participação central dos alunos. Começo explicando o contexto em que a pesquisa foi realizada e apresentando os motivos da minha pesquisa. Em seguida, analiso a tarefa proposta, na qual os alunos responderam a um questionário sobre as características que, se tivessem a chance, gostariam de manter ou mudar em mim como sua professora de inglês. Suas respostas basearam a escrita de um poema, que mostrou a necessidade de eu sair do centro das atenções. A experiência seguinte narrada foi a de fazer com que meus alunos gamificassem sua prova oral final enquanto eu tentava guiá-los. Aprendi que o protagonismo deles conduziu ao engajamento e a uma atitude positiva em relação ao processo de aprendizagem. Também compreendi que meu desejo de estar ao lado e não em uma posição central não era suficiente. Ter vivido a experiência junto com eles foi o que me despertou para rever continuamente minha identidade profissional.

In this narrative inquiry, I narrate and compose meaning of an experience as an English teacher who designed a course that integrated premises of gamification and digital gaming to foster students’ engagement and central participation. I begin by explaining the context in which the research took place and presenting the reasons for my proposal. Subsequently, I go over the task proposed, where students answered a questionnaire on the traits they would like to keep or change in me as their English teacher, given the chance. Their answers based the writing of a poem, which showed the need for me to step off the spotlight. The following experience narrated was having my students gamify their final oral test while I tried to be the guide on the side. I learned their central participation led to engagement and a positive attitude towards the learning process. I also understood that my urge to be a guide on the side and not a sage on stage was not enough. What really awoke me to continuously review my professional identity was having lived the experience together with them.

ABSTRACT In this narrative inquiry, I narrate and compose meaning of an experience as an English teacher who designed a course that integrated premises of gamification and digital gaming to foster students’ engagement and central participation. I begin by explaining the context in which the research took place and presenting the reasons for my proposal. Subsequently, I go over the task proposed, where students answered a questionnaire on the traits they would like to keep or change in me as their English teacher, given the chance. Their answers based the writing of a poem, which showed the need for me to step off the spotlight. The following experience narrated was having my students gamify their final oral test while I tried to be the guide on the side. I learned their central participation led to engagement and a positive attitude towards the learning process. I also understood that my urge to be a guide on the side and not a sage on stage was not enough. What really awoke me to continuously review my professional identity was having lived the experience together with them. inquiry proposal Subsequently proposed chance poem spotlight process enough them

RESUMO Nesta pesquisa narrativa, narro e componho sentidos de uma experiência como professora de inglês durante um curso que integrou premissas de gamificação e jogos digitais para promover o engajamento e a participação central dos alunos. Começo explicando o contexto em que a pesquisa foi realizada e apresentando os motivos da minha pesquisa. Em seguida, analiso a tarefa proposta, na qual os alunos responderam a um questionário sobre as características que, se tivessem a chance, gostariam de manter ou mudar em mim como sua professora de inglês. Suas respostas basearam a escrita de um poema, que mostrou a necessidade de eu sair do centro das atenções. A experiência seguinte narrada foi a de fazer com que meus alunos gamificassem sua prova oral final enquanto eu tentava guiá-los. Aprendi que o protagonismo deles conduziu ao engajamento e a uma atitude positiva em relação ao processo de aprendizagem. Também compreendi que meu desejo de estar ao lado e não em uma posição central não era suficiente. Ter vivido a experiência junto com eles foi o que me despertou para rever continuamente minha identidade profissional. narrativa seguida proposta chance poema atenções guiálos. guiálos guiá los. los guiá-los aprendizagem suficiente profissional

Abstract Research processes are academic exercises very relative and almost null when it comes to the process of disseminating results. Precisely, in the Peruvian scenario, there is a relative conceptual perception between thesis, thesis report and the nature of the scientific article. The study uses the method of documentary inquiry considering the contribution of eight different modalities to the thesis report of Latin American universities and, at the same time, it uses the narrative-biographical method that collects the investigative experiences disclosed in articles by Roberto Koch, Luis Pasteur, Kohlberg, Vygotsky, Piaget, Freud, Newton, Faraday, Darwin, Freudenberger, Maslach, Miriam Diamon and George Broock. The sustained allows proposing the scientific article as an optional graduation requirement in undergraduate and postgraduate studies. The symbiosis of the documentary inquiry method with the narrative-biographical method allows assessing the origin and significance of the article as a means of scientific dissemination of important current theories that has not avoided the old scheme of introduction, methodology, results and discussion (IMRD) proposed by Koch and Pasteur. As a result, 25 attributes are considered that distinguish the scientific article from the thesis report, whose similarities and differences do not make them dependent, because each one is the representation with its own directionality.

Resumen Los procesos de investigación, sin considerar el diseño de investigación, son ejercicios académicos muy relativos y casi nulos cuando se habla del proceso de divulgación de resultados. Precisamente, en el escenario peruano, existe relativa percepción conceptual entre tesis, informe de tesis y la naturaleza del artículo científico dentro de las prácticas universitarias. El estudio tiene como objetivo caracterizar históricamente el artículo científico como documento alternativo para lograr el título profesional o grado académico. Durante la investigación, se ha utilizado el método de indagación documentaria considerando el aporte de ocho modalidades distintas al informe de tesis de universidades de América Latina y, al mismo tiempo, utiliza el método narrativo-biográfico que recoge las experiencias investigativas divulgadas en artículos científicos de Roberto Koch, Luis Pasteur, Kohlberg, Vygotsky, Piaget, Freud, Newton, Faraday, Darwin, Freudenberger, Maslach, Miriam Diamon y George Broock. Lo sostenido faculta proponer el artículo científico como requisito opcional de graduación en estudios de pregrado y posgrado. La simbiosis del método indagatorio documental con el narrativo-biográficos permite valorar el origen y trascendencia del artículo científico como medio de divulgación científica de importantes teorías vigentes que no ha soslayado el esquema clásico y tradicional: introducción, metodología, resultados y discusión (IMRYD) planteado por Koch y Pasteur. Como resultado, se considera 25 atributos que distinguen al artículo científico del informe de tesis, cuyas similitudes y diferencias no los hace dependientes, porque cada uno es la representación con su propia direccionalidad. Se concluye que el artículo científico, desde su origen, es el documento con muchos atributos sostenibles para cumplir la misma función que un informe de tesis.

This paper reflects on the formation processes of personal and ethnic-cultural identity within the framework of biographical-narrative research. From Ricoeur's hermeneutic phenomenology and the notion of self, the notion of identity coined in the social sciences is problematized from a paradigm based on an ontology of substance that has nurtured and delimited disciplinary fields and theoretical perspectives. It is proposed that there would be existential structures constituting the self -personal identity- that have been excluded and/or obscured as they are considered to be typical of individual (intra-psychic) functioning. Based on the context of the biographical-narrative inquiry, they would have an epistemological status. Along these lines, it is argued that the existential structures proposed by Ricoeur, based on the narrative identity and on the ontology of the act and potency, allow us to deepen the understanding of the dynamics of internalization of meanings and cultural senses in people, whose trajectories are marked by the transit between different cultural worlds. In narrative biographical research and the process of co-construction of biographies, the participant has an active role in the examination of the self, ethnic-cultural identity as a particular dynamic of the composition of the self, and projects methodological approaches in the context of a life as a whole. This is with the final purpose of proposing and strengthening paths for recognizing one-self and others.

El presente trabajo reflexiona sobre los procesos de formación de la identidad personal y étnica-cultural en el marco de la investigación biográfica-narrativa. Desde la fenomenología hermenéutica de Ricoeur y la noción de sí mismo, se problematiza la noción de identidad acuñada en las ciencias sociales desde un paradigma fundamentado en la ontología de la sustancia que ha nutrido y delimitado campos disciplinarios, y perspectivas teóricas. Se plantea que habría estructuras existenciales constitutivas del sí mismo -identidad personal- que han sido excluidas u oscurecidas en tanto consideradas propias del funcionamiento individual (intrapsíquico). Se fundamenta que, en el contexto de la indagación biográfica-narrativa, aquellas estructuras tendrían un estatus epistemológico. En esta línea, se argumenta que las estructuras existenciales propuestas por Ricoeur, basadas en la identidad narrativa, y ontología del acto y de la potencia, permiten profundizar en la comprensión de dinámicas de internalización de significados y sentidos culturales en personas cuyas trayectorias están marcadas por el tránsito entre mundos culturales diferentes. En el marco de la investigación biográfica-narrativa y el proceso de co-construcción de biografías, donde el participante tiene un rol activo en el examen del sí mismo, la identidad étnica-cultural como dinámica específica de la composición del sí mismo proyecta vías metodológicas de abordaje en el contexto de una vida como totalidad. Ello, con el propósito último de proponer y fortalecer caminos para el reconocimiento del sí mismo y de los otros.

In community music and music education, there is a notable resurgence in the commitment to advance social justice. This focus underscores the importance of making music accessible to all and, thus, ensuring inclusivity. Community musicians and music educationists are encouraged not only to contemplate but to support social justice causes actively and to integrate these principles into music education curricula. Unfortunately, many learners and students have been excluded from praxial music making opportunities because of historical neglect and unfair practices. Musicking is a practical, human action, central to Community Music and Music Education, and gravitates towards community (Small, 1998). The argument stands that musicking can therefore be a practical vehicle for community musicians and music educators through which social justice principles can be advanced. Underpinned by Elliot's (1995) praxial theory, Freire's (2000) critical theory, and Ebersöhn's (2012) flocking theory, in this qualitative study we used narrative inquiry to explore social justice in musicking through the lived stories of 18 musicians, from South Africa, Uganda, and Israel, who were involved in Community Music projects. We describe how community musicians have upheld inclusion, accessibility, lifelong learning, and transformation in musicking as fundamental principles in the fight for social justice.

ABSTRACT Digital technology is present in many areas of 21st century society, including education. However, not enough attention has been paid to pre-service language teachers’ life history in relation to technology - their technobiographies. To identify these digital practices, a case study was carried out with pre-service language teachers, analyzing how they choose digital tools to learn a foreign language and their impressions about what is available online. The aim of this study is to add to the available literature in the field of Educational Technology, concentrating on pre-service language teachers’ experiences with digital technology. As a qualitative piece of research on Computer Assisted Language Learning, this study used technobiographies as data. The analysis shows that participants were concerned about the contents of the selected website or the app to learn the chosen language. Access features and available placement tests were also investigated. The findings suggest that understanding digital practices and online learning experiences could benefit the construction of a meaningful training curriculum aimed at professional development and future practice. st society education However preservice pre service teachers Technology Learning data investigated practice

RESUMO A tecnologia digital (TD) está presente em muitos campos da sociedade do século XXI, incluindo a educação. Contudo, ainda existem poucos trabalhos que tratam da história de vida dos professores de línguas em relação à tecnologia - as suas tecnobiografias. Foi realizado um estudo de caso com professores de línguas pré-serviço, analisando como eles escolhem ferramentas digitais para aprender uma língua estrangeira e as suas impressões sobre o que está disponível online para tal finalidade - suas práticas digitais. Um dos objetivos deste artigo é expandir a literatura disponível no campo da tecnologia educacional, centrando-se nas experiências desses professores com a TD. A investigação qualitativa na área de CALL utilizou as tecnobiografias como dados. A análise mostra que os participantes se preocuparam com questões que envolvem o conteúdo do site ou do app selecionado para a aprendizagem da língua escolhida. As características de acesso e os testes de nivelamento disponíveis também foram mencionados. Os resultados sugerem que a compreensão das práticas digitais e experiências de aprendizagem online podem vir a beneficiar a construção de um currículo de formação significativo, que vise ao desenvolvimento profissional e práticas futuras. TD (TD XXI educação Contudo préserviço, préserviço pré serviço, serviço pré-serviço educacional centrandose centrando dados escolhida mencionados significativo futuras

Abstract The driving force behind this inquiry is the paradox that arises between a societal expectation marked by high standards (wherein educators are tasked with ensuring the acquisition of literacy skills and cultivating a reading culture among their students) and a disconcerting reality (on where reading fails to occupy a central position in the professional identity of prospective teachers). Consequently, this article delves into the utilization of fictional novels as a catalyst for the construction of teacher identity, achieved through a meticulous examination of the narratological elements interwoven within the text, and facilitated through structured discussions akin to a literary circle. Specifically, this study endeavors, via a case study involving primary teacher education students and centered around the novel “Clarissa” by Stefan Zweig, to ascertain the extent to which reflective and collective engagement with literature can engender a forward-looking perspective regarding their professional trajectory in education. Employing methodologies encompassing action research, textual analysis, and narrative inquiry, the findings elucidate that the deliberate exploration of this novel within the context of the Field experience program offers a fertile ground, as perceived by the participants, for imbuing meaning into the establishment of a robust teacher identity in weak readers. wherein on teachers. teachers . teachers) Consequently text circle Specifically endeavors Clarissa “Clarissa Zweig forwardlooking forward looking research analysis ground participants readers

Resumen Lo que motiva esta investigación es la paradoja que emana entre una expectativa social altamente exigente (que los docentes deben asegurar la adquisición de la competencia lectora y fomentar dicho hábito entre sus estudiantes) y una constatación sumamente preocupante (que la lectura no figura en el núcleo de la identidad profesional de los futuros docentes). En este sentido, el artículo expone el uso de la novela de ficción en la conformación de la identidad docente mediante la reflexión sobre los elementos narratológicos que surcan el texto, leído y comentado a modo de club de lectura. En particular, este trabajo trata de exponer, mediante un estudio de caso con estudiantes de Magisterio y a través de la lectura de la novela Clarissa de Stefan Zweig, en qué medida la lectura reflexiva y colectiva de la novela permite abrir un horizonte de expectativas acerca de su futuro como profesionales educativos. Desde la investigación-acción, el análisis textual y la indagación narrativa, los resultados muestran que el ejercicio reflexivo de esta novela en el marco del Prácticum del Grado de Magisterio ofrece, desde las percepciones los estudiantes, una oportunidad para dar sentido a la construcción sólida de la identidad docente en lectores débiles. docentes. . docentes) texto particular exponer Zweig educativos investigaciónacción, investigaciónacción acción, acción investigación-acción narrativa ofrece débiles

Abstract Objective: to analyze the meaning attributed by parents to the extended and permanent survival of childhood cancer. Method: qualitative narrative inquiry, developed with parents of adolescents and young adults who survived childhood cancer. Recruitment and data collection involved virtual and in-person approaches. The data were collected through semi-structured interviews. Data were analyzed according to reflective thematic analysis. Results: a total of ten parents were included in the study. Two thematic narrative syntheses were constructed: “Times of war”; and “Time of uncertain peace”, with their respective sub-themes. The cancer diagnosis marks the beginning of times of war in the parents’ lives. They experience cancer treatment as “highs and lows” with potential threats to their children’s lives. After that, “Time of uncertain peace” are reached, and the balance of the family unit is reestablished. However, the fear of recurrence makes the family peace uncertain, and its maintenance requires constant vigilance and attention to the signs and symptoms of a possible new battle. Conclusion: the results highlight the experience of being a parent of a childhood cancer survivor and can be applied to develop models of care centered on the survivors’ family. Objective Method inquiry inperson person approaches semistructured semi structured interviews analysis Results study constructed Times war” Time peace, , subthemes. subthemes sub themes. themes sub-themes lives highs lows childrens children s that reached reestablished However battle Conclusion survivors

Resumo Objetivo: analisar os significados atribuído pelos pais à sobrevivência estendida e permanente ao câncer infantojuvenil. Método: estudo qualitativo narrativo, desenvolvido com pais de adolescentes e adultos jovens que sobreviveram ao câncer infantojuvenil. O recrutamento e a coleta de dados envolveram abordagens virtuais e presenciais. Os dados foram coletados por meio de entrevistas semiestruturadas e analisados segundo análise temática reflexiva. Resultados: um total de dez pais foram incluídos no estudo. Foram construídas duas sínteses narrativas temáticas: “Tempos de guerra”; e “Tempo de paz incerta”, com seus respectivos subtemas. O diagnóstico de câncer marca o início de tempos de guerra na vida dos pais. Eles experienciam o tratamento do câncer como “altos e baixos”, com ameaças potenciais à vida dos seus filhos. Depois disso, chega-se ao “Tempo de paz incerta” e o equilíbrio da unidade familiar é restabelecido. Porém, o medo da recidiva torna a paz familiar incerta, e sua manutenção exige vigilância constante e atenção aos sinais e sintomas de uma possível nova batalha. Conclusão: os resultados destacam a experiência de ser pai de um sobrevivente de câncer infantil e podem ser aplicados para desenvolver modelos de cuidado centrados na família dos sobreviventes. Objetivo infantojuvenil Método narrativo presenciais reflexiva Resultados temáticas Tempos guerra” Tempo incerta , subtemas altos baixos, baixos baixos” filhos disso chegase chega se restabelecido Porém batalha Conclusão sobreviventes

Resumen Objetivo: analizar los significados que les atribuyen los padres a la supervivencia prolongada y permanente del cáncer infantojuvenil. Método: estudio narrativo cualitativo, desarrollado con padres de adolescentes y adultos jóvenes que sobrevivieron al cáncer infantojuvenil. El reclutamiento y la recogida de datos se basó en enfoques virtuales y presenciales. Los datos fueron recolectados a través de entrevistas semiestructuradas y analizados según análisis temático reflexivo. Resultados: se incluyeron en el estudio un total de diez padres. Se construyeron dos síntesis narrativas temáticas: “Tiempos de guerra”; y “Tiempo de paz incierta”, con sus respectivos subtemas. El diagnóstico de cáncer marca el inicio de tiempos de guerra en la vida de los padres. Viven el tratamiento del cáncer como “altibajos” con amenazas potenciales para la vida de sus hijos. Después llega el “Tiempo de paz incierta” y se restablece el equilibrio de la unidad familiar. Pero el miedo a la recidiva torna incierta la paz familiar, y mantenerla implica un control constante y prestar atención a los signos y síntomas de una posible nueva batalla. Conclusión: los resultados destacan la experiencia de ser padre de un superviviente de cáncer infantil y pueden aplicarse para desarrollar modelos de atención centrados en la familia de los supervivientes. Objetivo infantojuvenil Método cualitativo presenciales reflexivo Resultados temáticas Tiempos guerra” Tiempo incierta, , subtemas altibajos “altibajos hijos familiar batalla Conclusión supervivientes

Integrating appreciative inquiry (AI) and pastoral care may help address the complex issues of commercial sexual exploitation and sex trafficking. This article explores the benefits of incorporating AI principles into pastoral care for survivors of commercial sexual exploitation and sex trafficking. Commercial sexual exploitation and trafficking involve exploitation, degradation, and violence, making them complex issues. By understanding the sex trade, we can recognise that prostitution is an act of exploitation. Some scholars believe that prostitution and human trafficking are interconnected, with a focus on exploiting the poor, especially women and children. Commercial sexual exploitation can cause mental, emotional, and spiritual distress. Survivors require comprehensive aftercare to address their spiritual, self-esteem, and dignity needs. Organisational development-based AI is constructive and strength-based. Appreciative inquiry promotes positive development, community and individual strength, and resilience by re-contextualizing narratives and envisioning brighter futures. The use of AI could improve pastoral care and holistic rehabilitation. Pastoral caregivers using AI can promote reconciliation, development, and rehabilitation. Using strengths-based strategies, pastoral care practitioners can help survivors regain agency and purpose. Survivors receive spiritual support through the Appreciative Way, which combines contemplative spirituality and inquiry. Narrative exploration can help trauma survivors envision a bright future based on love and resilience. This study suggests that AI principles may benefit pastoral care recipients who have experienced commercial sexual exploitation and sex trafficking. Pastoral caregivers can help survivors regain dignity, calling, and well-being by implementing an appreciative healing approach. CONTRIBUTION: The article sheds light on the dehumanising consequences of sex trafficking on vulnerable populations in South Africa, particularly women and children. This article aims to explain how AI concepts can be applied to Practical Theology. Specifically, this article will demonstrate how the Appreciative Way can be utilised in pastoral care for healing from sex trafficking trauma.

The sudden arrival of the coronavirus disease 2019 (COVID-19) pandemic in South Africa drastically changed the normal way of life in all sectors. It compelled everyone to look at the meaning of life and death differently and more painfully than before. This article investigates the cultural theories and religious narratives on the meaning of life and death, associated with the pervasiveness of the COVID-19 pandemic. The coronavirus affected individuals, families and communities, some directly or indirectly, no one is or was immune to the virus. The article argues that due to COVID-19 restrictions and lockdowns, culture, religious practices and protocols have been upended. The COVID-19 pandemic challenged inkcubeko nenkolo yabantu [culture, people's religious belief systems and practices]. This article consists of in-depth qualitative interviews with four religious leaders from the Christian and Muslim faiths. Because of the interviews with persons, oral historians conduct open-ended interviews, as a form of social inquiry. Oral history narratives thus connect the individual and the social, drawing on cultural and religious expressions to tell one's story. CONTRIBUTION: The scholarly contribution of this article adds value and significance to oral history research, as a way of collecting and interpreting human memories and experiences on the meaning of life and death during the COVID-19 crisis. It discusses the dreadfulness of the COVID-19 scourge concerning religious and cultural effects, social sciences and people's narrative reflections.