| Abstrakt: |
The third chapter's narrative showcases lived experiences of religion and the way these can serve as reservoirs to support the individual through the vagaries of life. Second, it discusses teachers' professional development in an experience-based, whole-school approach rather than taking a perspective in which teachers' previous knowledge base possibly penalizes them for causes beyond their control. Where the preceding chapters discussed the theorising of hope and drew on the authors' experiences of applying innovative practices, the next two chapters seamlessly build on this foundation of contextualised understanding for a discussion of practices and policies, respectively. [Extracted from the article] |
