SOCIAL RESILIENCE OF THE FAMILY AS A PRIORITY OF ADULT EDUCATION UNDER THE CONDITIONS OF MARTIAL LAW
Abstract
The object of the study is the social resilience of the family in the conditions of martial law. This phenomenon is defined through common beliefs, common organizational processes, communication, and common family problem-solving procedures in response to disruptive events and disasters. Particular attention is paid to the factors of social resilience of families with children, their basic condition, education and upbringing of children under martial law.
The purpose of the article is to substantiate the content of the social resilience of the family as a priority of adult education. Paulo Freire's pedagogy of the oppressed is used as a methodology for this. Generative words and generative themes spoken by people in their life realities are considered as educational tools and as educational results, as well as factors of further deepening of the content of learning as a practice-oriented joint study of those who teach and learn. The research presented in the article is based on the empirical basis of the project «Gender Aspects of Social Resilience of Territorial Communities», including a sociological survey, a focus group interview, and a strategic session. The realities of life of the target groups of adult education, taking into account the difficult life circumstances and their strengthening in the conditions of martial law, were recorded during a focus group interview in the form of generative words «housing and home», «basic state», «children», «education», «family», «work», «financial situation», «health». One of the variants of the priority contents for adults was recorded from the words of the participants of the strategic session in the form of generative themes: «the child as a person», «we talk in the family», «unlucky with school», «I can't handle two schools (host country and Ukrainian)», «rootless». Based on the selected generative themes, a representation is offered, including subjects, mechanisms, examples of action, challenges associated with this action, factors of vulnerability and resilience of the family. The proposed representation also includes the idea that both adults and children need special systemic support under martial law conditions. Moreover, such support should be provided both from the side of adult education and from the side of a family. However, this representation is proposed as a priority option for discussion and further practice-oriented research in the process of adult education.
Key words: social resilience of the family; adult education; pedagogy of the oppressed; generative word; generative theme; participatory research.
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References
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References (translated and transliterated)
Barta, K. (2020). STAGES and Parenting. Integral Review. 16, 120-127 [in English].
Benzies, K., & Mychasiuk, R. (2009). Fostering family resiliency: A review of the key protective factors. Child & Family Social Work. 14(1), 103-114. doi: 10.1111/j.1365-2206.2008.00586.x [in English].
Bhana, A., & Bachoo, S. (2011). The Determinants of Family Resilience among Families in Low- and Middle-Income Contexts: A Systematic Literature Review. South African Journal of Psychology. 41(2), 131-139. doi: 10.1177/008124631104100202 [in English].
Black, K., & Lobo, M. (2008). A conceptual review of family resilience factors. Journal of Family Nursing. 14(1), 33-55. doi: 10.1177/1074840707312237 [in English].
Chapin, M. (2011). Family Resilience and the Fortunes of War. Social Work in Health Care. 50(7), 527-542. doi: 10.1080/00981389.2011.588130 [in English].
Chappell, A., & Welsh. E. (2020). Resilience, relationality, and older people: the importance of intergenerationality. Sociolog Res Online. 25, 644-660. doi: 10.1177/1360780420904742 [in English].
Elias, J.L. (1975). The Paulo Freire Literacy Method: A Critical Evaluation. McGill Journal of Education. 10(002), 207-217. https://mje.mcgill.ca/article/download/7044/4986/24261 [in English].
Falicov, C.J. (1995). Training to think culturally: A multidimensional comparative framework. Family Process. 34, 373-388 [in English].
Freire, P. (2003). Pedahohika pryhnoblenykh [Pedagogy of the oppressed]. K.: Yunivers, 168. [in Ukrainian].
Henderni aspekty sotsialnoi stiikosti terytorialnykh hromad [Gender aspects of social resilience of territorial communities]: analytical report (2022). SumDU, 56. [in Ukrainian].
Martin, A.S., Distelberg, B., Palmer, B.W., & Jeste, D.V. (2015). Development of a New Multidimensional Individual and Interpersonal Resilience Measure for Older Adults. Aging Ment Health. 19(1), 32-45. doi:10.1080/13607863.2014.909383 [in English].
McCormack, R. (2020). Freire’s literacy: reading and writing our worlds. Fine Print. 43, 3-8. URL: https://www.researchgate.net/ [in English].
Southwell, K.H., & MacDermid Wadsworth, S.M. (2016). The Many Faces of Military Families: Unique Features of the Lives of Female Service Members. Military Medicine. 181, 70-79 [in English].
Tekhnolohii osvity doroslykh [Technologies of adult education]: educational and methodological manual (2021). Mykolaiv : Ilion, 396. [in Ukrainian].
Tsabary, S. (2014). The conscious parent: transforming ourselves, empowering our children. Vancouver. 334. [in English].
Walsh, F. (1996). The Concept of Family Resilience: Crisis and Challenge. Family Process. 35(3), 261-281. https://www.researchgate.net/publication/227959319_The_Concept_of_Family_Resilience_Crisis_and_Challenge [in English].
Walsh, F. (2016). Applying a Family Resilience Framework in Training, Practice, and Research: Mastering the Art of the Possible. Family Process, 55, 616-632. DOI: 10.1111/famp.12260 [in English].
Wellbeing: Policy and analysis. Report (2013). Gov.UK, London, July. https://www.gov.uk/government/publications/wellbeing-policy-and-analysis [in English].
Wolin, S.J., & Wolin, S. (1993). The resilient self. New York: Random House, 234. [in English].
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