Practitioners/Teachers 

The recent increase in the number of children orphaned and rendered vulnerable by HIV and AIDS in South Africa has placed an added burden on schools as sites of care and support. Education policies mandate schools to develop strategies to support such children, but this is no easy task in contexts where teachers are already struggling to fulfill instructional requirements. Literature reveals that teachers in under-resourced schools, where the problem is more severely experienced regard this increased pastoral role as an added responsibility that they do not feel competent to execute. Since there is unlikely to be any significant improvement in the circumstances of these children in the near future, there is a need to discover creative ways to address this problem. I was led to ask how teachers could support children to better cope in the face of adversity in a way that could be easily integrated into the academic curriculum, so as to minimise the perceived burden of providing care and support. Based on my knowledge of the value of bibliotherapy in promoting resilient coping in individuals, I was interested to see if folktales could be used in a similar way with groups of children. Working from an asset-based perspective, and proceeding from a transformative and participatory epistemology, I adopted an action research design to explore the potential of traditional folktales to enhance positive coping responses in children orphaned and rendered vulnerable by HIV and AIDS. My choice of traditional folktales was influenced by the importance that resilience theory attaches to cultural variables in the resilience process. The participants were isiXhosa speaking children who were orphaned and rendered vulnerable by HIV and AIDS (OVC) between the ages of nine and fourteen years (n=30) in Cycle One who lived in a children‟s home or with foster parents. In Cycle Two, the study was conducted in a school setting with thirty (n=30) participants. I conducted two cycles of reflective action research enquiry to ascertain how folktales could be used to enable teachers to meet both pastoral and academic requirements. In the first cycle, I used a pre-post time series design to explore if merely telling the stories would enhance the resilience of the children. Although this use of the stories was teacher-centred, I knew that it would be an easy and time-saving way for teachers to provide support, if it proved to be effective in enhancing resilience. Drawings and accompanying explanations were used to generate data pre-and post-intervention. The thematic analysis of the data revealed that, post-intervention, there appeared to be an increase in two resilience-enhancing indicators: the children appeared to have a more positive sense of self and improved positive relations with peers/friends. Critical reflection on the process also revealed ethical and methodological concerns and problems when working with vulnerable children. The findings from this cycle informed my second cycle, in which I adopted a more participatory approach to engage the children in making meaning of the stories and explore how they related to their own lives. I used participatory arts based methods such as drawings, collages, drama and more usual qualitative strategies, such as focus group discussion and observation, to generate data. The findings from this cycle suggest that using such strategies will equip teachers with tools to enhance the resilience of OVC in a way that also promotes the attainment of instructional outcomes. This study has contributed important theoretical, methodological and pedagogical insights. Theoretically, this study has contributed to the social ecological perspective of resilience by confirming that cultural resources, such as indigenous African stories (folktales) can enhance the resilience of vulnerable children. Lessons learnt from this study had a methodological contribution to the ethics of working with children and the use of culturally appropriate resources in the field, which were folktales. This study has also contributed to the meaning making implications of using folktales, which can aid the pedagogical strategies that teachers use. Although this study was meant to be small- scale research and was not intended to be generalisable, the findings do suggest that teachers could have a resource that is time efficient, effective and could assist them to reach both their pastoral and academic goals.