A framework of Afrocentric hope: Rural South African children's conceptualizations of hope

Abstract

AbstractThere is a growing need to explore and understand indigenous knowledge and subjective experiences around hope from children raised in rural African communities. This engagement sought to address the question: What are rural South African primary school children's conceptualizations of hope? A visual participatory methodology (using collage‐making, drawing, Mmogo method, and photovoice) enabled an exploration of hope with 12 children (9‐13 years) attending an aftercare center in rural QwaQwa region of South Africa. Using evidence generated from the study, and drawing on Scioli's theory of integrated hope, this article posits a framework of Afrocentric hope that develops along four interdependent and interrelated levels: contextual, personal, relational, and collective. These interactions are mediated by the spiritual/cultural worldview dimension. Understanding rural South African children's perspectives of hope contributes toward engagements aimed at nurturing, shaping, and strengthening hope in collective‐oriented communities.