Abstract
The objective of this qualitative study was to explore the extent to which body maps could be implemented by
educators as part of the fulfilment of their pastoral role. I approached the study from a constructivistinterpretivist
perspective underpinned by action research principles. I implemented an instrumental case
study as research design and selected a primary school located in an informal settlement community in the
Nelson Mandela Metropole. Ten female educators at this school, three other members of a research team
and I took part in the process of data generation. Having acquired baseline information during the first field
visit, a fellow researcher and I implemented an intervention during which the techniques of body mapping
and making memory boxes (the study focus of my fellow researcher) were introduced to the participants. We
then requested them to apply the two techniques (as part of a research assignment) before we undertook a
second field visit. At the second visit, we attempted to explore the participants' experiences during the
application of the techniques. Throughout the study I relied on focus group discussions, observation, critical
self-reflection, auditive methods, visual methods, photos, a reflective research journal and field notes as data
collection and capture methods. I analysed and interpreted raw data thematically.
Baseline information indicated that educators were quite clear about the theoretical nature of the pastoral
role, yet the practical application of this role presented a challenge. Data generated after the intervention
indicates how educators understood and used the body mapping technique. This theme was refined into
subthemes dealing with implementation modes, application contexts and application outcomes of the body
mapping technique. The second main theme indicated the applicability of body maps in the classroom
context as part of the pastoral role. This theme comprises subthemes relating to general curricula, practical
considerations, alternative uses and application modes, pastoral responsibilities that were facilitated (and
not) by participants' use of the body mapping technique. Research findings therefore seem to indicate that
the body mapping technique could be used by educators in fulfilling their pastoral role.
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