2002: Issue 4 Archives - The Dulwich Centre

Guarding Mandela: Where do you come from? Who is your family? What are you studying? from an interview with Christo Brand

Dulwich — Fri, 02 Dec 2016 21:41:42 +0000

Christo Brand works at the Nelson Mandela Gateway in Cape Town, South Africa. This Gateway is the starting point for daily boat tours to Robben Island, the place where Nelson Mandela and hundreds of other political prisoners were imprisoned during the Apartheid regime. Christo Brand knows these histories well, for he was a prison officer on Robben Island – one of the warders directly assigned to guard Nelson Mandela. The following piece is an extract from an interview by David Denborough in which Christo Brand relates stories of his time guarding Nelson Mandela, and how the political prisoners of Robben Island turned the jail into a university. These are stories that invite us to reflect not only on what South Africa is teaching the world, but also on what a political commitment to education, teaching and learning can make possible.

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Our country was saved by students from an interview with Lolo Mabitsela

Dulwich — Fri, 02 Dec 2016 21:39:14 +0000

This interview took place around the diningroom table at Lolo’s Guesthouse in Soweto. Cheryl White, Makungu Akinyela and David Denborough had the pleasure of staying with Lolo Mabitsela and speaking with her about her life and her career as a teacher in Soweto’s schools. Earlier in the same day, we had travelled through Soweto and visited the Hector Peterson Museum which honours the lives of those school students who were killed during the Soweto riots of 1976.

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Perspectives on teaching family therapy from the Bouverie Centre

Dulwich — Fri, 02 Dec 2016 21:32:37 +0000

A paper by Amaryll Perlesz, Jenny Dwyer, Robyn Elliott, Banu Moloney, Colin Riess, Pam Rycroft, Ann Welfare and Jeff Young.

The Bouverie Centre at La Trobe University in Melbourne runs the longest established family therapy teaching program in Australia. ‘Bouverie’, as it is known, is highly regarded for its innovative teaching program, as well as its work in relation to HIV/AIDS, mental health, sexual abuse, acquired brain injury, and with homophobia in schools. This paper describes some of the current issues being faced and grappled with in therapy training programs both in Australia and elsewhere. We are delighted to include it here.

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Writing at the interface of therapy, academic and community education cultures—Jane Speedy

Dulwich — Fri, 02 Dec 2016 21:29:40 +0000

In describing the relationship between therapy, academic and community education cultures, particularly the different forms of writing practices that occur within them, this paper seeks to contribute to a conversation about the development of a ‘community of narrative practice’ involving teachers and learners within all three realms.

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The art of teaching— Phebe Sessions

Dulwich — Fri, 02 Dec 2016 21:25:09 +0000

This piece is an extract from an interview with Phebe Sessions, a family therapist who for the last twenty six years has taught social workers at Smith College in Northampton, Massachusetts. This piece describes a number of themes including caring for teachers, diversifying authority, responding to students’ past experiences of trauma, and articulating the similarities and differences between teaching and therapy.

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Teaching in Genderland: therapy, performance, conveyance of knowledge and self-disclosure— Esben Esther Pirelli Benestad

Dulwich — Fri, 02 Dec 2016 21:23:11 +0000

In this paper, bi-gendered Norwegian family therapist Esben Esther Pirelli Benestad, describes some of the joys, dilemmas and nervousness associated with teaching when this is understood to involve therapy, performance, conveyance of knowledge and self-disclosure.

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Pedagogies of hope— America Bracho

Dulwich — Fri, 02 Dec 2016 21:20:53 +0000

In this piece, which was created from an interview, America Bracho describes some of the principles that inform the educational work of Latino Health Access – an institute of community participation in Santa Ana, California. The inspiring work of Latino Health Access has many influences. For the purposes of this publication, we specifically asked America to speak about the ways in which the work of Brazilian educator, Paulo Freire, has influenced their community practice.

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Discerning between structuralist and non-structuralist categories of identity: a training exercise— Alice Morgan

Dulwich — Fri, 02 Dec 2016 21:18:15 +0000

Through the description of a training exercise, this paper illustrates the relevance of assisting trainees to discern between structuralist and non structuralist categories of identity. This piece assumes knowledge of various narrative therapy concepts. If you are not familiar with these, recommended reading is offered at the end of the paper.

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Cultural racism – the air we breathe— Norma Akamatsu

Dulwich — Fri, 02 Dec 2016 21:15:55 +0000

In this piece, Norma Akamatsu, a Japanese American family therapist, describes the histories that led to her teaching on issues of racism and some of the key principles that inform her work at Smith College, Northampton, Massachusetts.

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Developing skill ambitions— Mark Hayward

Dulwich — Fri, 02 Dec 2016 21:13:26 +0000

This paper addresses some of the dilemmas and contradictions experienced in teaching and supervising narrative therapy within a western educational institution’s culture of assessment and describes a supervision structure used to address the predicament. The paper also takes up the ideas of Michel Foucault about the constitution of self as moral agent and uses these ideas to elaborate the author’s learning aims and a path towards them.

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A Mexican perspective on teaching narrative ideas— Emily Sued & Barbara Amunategui

Dulwich — Fri, 02 Dec 2016 21:10:43 +0000

Emily and Barbara are well-respected therapists and teachers within the Instituto Latinoamericano de Estudios de la Familia (ILEF) in Mexico City. In this short piece, derived from a lively and enjoyable interview which took place in Mexico City, Emily and Barbara speak about the ways in which narrative and social constructionist ideas, and the local Mexican context, shape their teaching.

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Starting with values— Yael Gershoni & Saviona Cramer

Dulwich — Fri, 02 Dec 2016 21:08:00 +0000

Yael Gershoni and Saviona Cramer are therapists and teachers at the Barcai Institute in Israel, and the following paper is an extract from an interview that took place in Adelaide in November 2002. This paper describes a way of approaching therapy training and supervision as a project related to values and ideals. It describes the use of narrative ideas in building upon students’ preferred stories of being a therapist and the use of reflecting teamwork and deconstructive questions in this process.

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Storying professional identity: from an interview with John Winslade

Dulwich — Fri, 02 Dec 2016 21:05:22 +0000

This paper describes the implications of shifting a counsellor education program at Waikato University in New Zealand, to a narrative or poststructuralist orientation. One of the key implications has been to open up the possibility of viewing counsellor education as a process of storying professional identity.

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Outsider-witness practices and group supervision— Hugh Fox, Cathy Tench and Marie

Dulwich — Fri, 02 Dec 2016 21:02:49 +0000

This paper describes the work of a ‘narrative supervision group’ organised and run in Sheffield, UK. It conveys how the work of supervision reached out of the room in which the group met and touched the lives of the people who were at the centre of the discussions. In doing so, this paper illustrates a possible model for the use of outsider-witness practices in group supervision.

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Introducing counsellors to collaborative supervision— Kathie Crocket

Dulwich — Fri, 02 Dec 2016 20:58:42 +0000

Preparing counsellors for supervision is a long-neglected area. In this paper, Kathie Crocket explores the positioning of counsellors in supervision and offers an example of a letter she writes to students as a way of introducing them to the notion of collaborative supervision and all this can entail.

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Journey metaphors— Michael White

Dulwich — Fri, 02 Dec 2016 20:51:04 +0000

In this paper Michael White documents the use of katharsis and rite of passage metaphors within therapy, teaching and community work contexts. This paper was written to be given as an evening address to participants prior to the Dulwich Centre Publications’ International Narrative Therapy and Community Work Conference held at Spelman College in Atlanta in June, 2002. As practitioners from many different countries gathered together in the beautiful grounds of the historically black women’s college, there was an increasing sense of anticipation about what experiences lay ahead of us. Never before had such an event been held at an historically black college, and participants and organisers alike felt powerfully welcomed by Vanessa McAdamsMahmoud of Spelman College and the local African American community. We didn’t know exactly where this was all leading, we only knew that we were delighted to be travelling together. What was clear was that thorough preparation would be required to make this event all that it could be. The writing and delivery of this paper was one aspect of these conference preparations. Now, six months later, we would once again like to thank Vanessa McAdams-Mahmoud, Vanessa Jackson and Makungu Akinyela for inviting us to host the conference at Spelman College, and for making possible what was a rigorous, generous-hearted and healing event.

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What the Wildman, the Dragon-Arguing Monster and Camellia the Chameleon taught me about externalising conversations— Maggie Carey

Dulwich — Fri, 02 Dec 2016 20:45:05 +0000

In this paper, Maggie Carey relates three engaging stories about her use of externalising conversations with children. In doing so, this paper illustrates the diversity of metaphors that are engaged with in externalising conversations and the ways in which the knowledges, imagination and stories of children can be an intricate part of therapeutic conversations and how these can be shared between families.

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