{"id":{"repo_id":"oxford-brookes","oai_identifier":"tle:90f5fa81-69e4-47c2-864b-50cd91b92230:d6bd9758-527a-46cd-bfe2-c433766e8fca:1"},"canonical_url":"https://search.dev.ndltd.org/etd/oxford-brookes/tle:90f5fa81-69e4-47c2-864b-50cd91b92230:d6bd9758-527a-46cd-bfe2-c433766e8fca:1","repository":{"repo_id":"oxford-brookes","name":"Oxford Brookes University","base_url":"https://radar.brookes.ac.uk/radar/oai"},"display":{"title":"Coaching for Emancipation: A framework of coaching in oppressive environments","abstract":"This study aims to develop a theoretical and practical framework for the use of coaching in oppressive environments to support the emancipation and development of individuals. A review of the literature suggests that the dynamics of oppression affect every aspect of the human condition. Meanwhile, there is limited understanding of how to support individuals in liberating themselves from the implications of oppression. The study sets out to examine whether coaching can be used as an emancipatory approach, and aims to explore how the context of oppression affects coachees, coaches and the coaching process. Building on a cross-disciplinary review of emancipatory approaches, an initial coaching model was developed. Then, a cooperative inquiry was conducted with a group of twelve coaches from Egypt, who used the initial model with 22 coachees over six months. The first set of findings offers a theoretical view of the individual’s journey from oppression to emancipation, starting from feelings of helplessness and self-blame through a number of cycles that lead to actions of resistance and narratives of liberation. Findings suggest that oppression has implications for the individual’s cognitive and emotional development, and emphasise the role of emotions in enabling the emancipatory process. The second set of findings is organised into three coaching processes, each underpinned by a theoretical understanding of its dynamics, enablers and barriers, as well as a number of practical considerations to improve its effectiveness. The first process “Naming Oppression” suggests that coaching can support emancipation through encouraging coachees to use narratives to understand, externalise and re-author their life. The second process called “Renewing Beliefs” explores how coachees can use critical reflection to understand and challenge the social and psychological structures leading to their experience of oppression. The third process titled “Fighting Back” focuses on how coachees undertake actions to resist and break from the cycle of oppression and to discover new possibilities for change. The third set of findings suggests that coaches in oppressive environments face a complex web of philosophical, psychological, and practical challenges, and discusses the implications of these challenges on their development. The study offers a theoretical and practical foundation upon which coaching for emancipation can be built, and proposes the need for further research into the experience of coachees and most especially the emotional side of their experience.","abstract_html":"This study aims to develop a theoretical and practical framework for the use of coaching in oppressive environments to support the emancipation and development of individuals. A review of the literature suggests that the dynamics of oppression affect every aspect of the human condition. Meanwhile, there is limited understanding of how to support individuals in liberating themselves from the implications of oppression. The study sets out to examine whether coaching can be used as an emancipatory approach, and aims to explore how the context of oppression affects coachees, coaches and the coaching process. Building on a cross-disciplinary review of emancipatory approaches, an initial coaching model was developed. Then, a cooperative inquiry was conducted with a group of twelve coaches from Egypt, who used the initial model with 22 coachees over six months. The first set of findings offers a theoretical view of the individual’s journey from oppression to emancipation, starting from feelings of helplessness and self-blame through a number of cycles that lead to actions of resistance and narratives of liberation. Findings suggest that oppression has implications for the individual’s cognitive and emotional development, and emphasise the role of emotions in enabling the emancipatory process. The second set of findings is organised into three coaching processes, each underpinned by a theoretical understanding of its dynamics, enablers and barriers, as well as a number of practical considerations to improve its effectiveness. The first process “Naming Oppression” suggests that coaching can support emancipation through encouraging coachees to use narratives to understand, externalise and re-author their life. The second process called “Renewing Beliefs” explores how coachees can use critical reflection to understand and challenge the social and psychological structures leading to their experience of oppression. The third process titled “Fighting Back” focuses on how coachees undertake actions to resist and break from the cycle of oppression and to discover new possibilities for change. The third set of findings suggests that coaches in oppressive environments face a complex web of philosophical, psychological, and practical challenges, and discusses the implications of these challenges on their development. The study offers a theoretical and practical foundation upon which coaching for emancipation can be built, and proposes the need for further research into the experience of coachees and most especially the emotional side of their experience.","abstract_has_math":false,"creators":["Shoukry, Hany"],"institution":"Oxford Brookes University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Cox, Elaine","Bachkirova, Tatiana"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014","date_published":"2014","updated_at":"2026-07-24T03:43:31Z","subjects":[],"languages":["en"],"rights":["All rights reserved"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.24384/586g-rx78","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shoukry, Hany","Cox, Elaine","Bachkirova, Tatiana"]},{"key":"dc:creator","label":"Author","values":["Shoukry, Hany"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014"]},{"key":"dc:publisher","label":"Institution","values":["Oxford Brookes University"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.24384/586g-rx78","https://radar.brookes.ac.uk/radar/file/90f5fa81-69e4-47c2-864b-50cd91b92230/1/Shoukry2014Emancipation.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study aims to develop a theoretical and practical framework for the use of coaching in oppressive environments to support the emancipation and development of individuals. A review of the literature suggests that the dynamics of oppression affect every aspect of the human condition. Meanwhile, there is limited understanding of how to support individuals in liberating themselves from the implications of oppression. The study sets out to examine whether coaching can be used as an emancipatory approach, and aims to explore how the context of oppression affects coachees, coaches and the coaching process. Building on a cross-disciplinary review of emancipatory approaches, an initial coaching model was developed. Then, a cooperative inquiry was conducted with a group of twelve coaches from Egypt, who used the initial model with 22 coachees over six months. The first set of findings offers a theoretical view of the individual’s journey from oppression to emancipation, starting from feelings of helplessness and self-blame through a number of cycles that lead to actions of resistance and narratives of liberation. Findings suggest that oppression has implications for the individual’s cognitive and emotional development, and emphasise the role of emotions in enabling the emancipatory process. The second set of findings is organised into three coaching processes, each underpinned by a theoretical understanding of its dynamics, enablers and barriers, as well as a number of practical considerations to improve its effectiveness. The first process “Naming Oppression” suggests that coaching can support emancipation through encouraging coachees to use narratives to understand, externalise and re-author their life. The second process called “Renewing Beliefs” explores how coachees can use critical reflection to understand and challenge the social and psychological structures leading to their experience of oppression. The third process titled “Fighting Back” focuses on how coachees undertake actions to resist and break from the cycle of oppression and to discover new possibilities for change. The third set of findings suggests that coaches in oppressive environments face a complex web of philosophical, psychological, and practical challenges, and discusses the implications of these challenges on their development. The study offers a theoretical and practical foundation upon which coaching for emancipation can be built, and proposes the need for further research into the experience of coachees and most especially the emotional side of their experience."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Coaching for Emancipation: A framework of coaching in oppressive environments"]}]}],"canonical_facts":{"dc:contributor":["Shoukry, Hany","Cox, Elaine","Bachkirova, Tatiana"],"dc:creator":["Shoukry, Hany"],"dc:date":["2014"],"dc:description":["This study aims to develop a theoretical and practical framework for the use of coaching in oppressive environments to support the emancipation and development of individuals. A review of the literature suggests that the dynamics of oppression affect every aspect of the human condition. Meanwhile, there is limited understanding of how to support individuals in liberating themselves from the implications of oppression. The study sets out to examine whether coaching can be used as an emancipatory approach, and aims to explore how the context of oppression affects coachees, coaches and the coaching process. Building on a cross-disciplinary review of emancipatory approaches, an initial coaching model was developed. Then, a cooperative inquiry was conducted with a group of twelve coaches from Egypt, who used the initial model with 22 coachees over six months. The first set of findings offers a theoretical view of the individual’s journey from oppression to emancipation, starting from feelings of helplessness and self-blame through a number of cycles that lead to actions of resistance and narratives of liberation. Findings suggest that oppression has implications for the individual’s cognitive and emotional development, and emphasise the role of emotions in enabling the emancipatory process. The second set of findings is organised into three coaching processes, each underpinned by a theoretical understanding of its dynamics, enablers and barriers, as well as a number of practical considerations to improve its effectiveness. The first process “Naming Oppression” suggests that coaching can support emancipation through encouraging coachees to use narratives to understand, externalise and re-author their life. The second process called “Renewing Beliefs” explores how coachees can use critical reflection to understand and challenge the social and psychological structures leading to their experience of oppression. The third process titled “Fighting Back” focuses on how coachees undertake actions to resist and break from the cycle of oppression and to discover new possibilities for change. The third set of findings suggests that coaches in oppressive environments face a complex web of philosophical, psychological, and practical challenges, and discusses the implications of these challenges on their development. The study offers a theoretical and practical foundation upon which coaching for emancipation can be built, and proposes the need for further research into the experience of coachees and most especially the emotional side of their experience."],"dc:format":["application/pdf"],"dc:identifier":["https://doi.org/10.24384/586g-rx78","https://radar.brookes.ac.uk/radar/file/90f5fa81-69e4-47c2-864b-50cd91b92230/1/Shoukry2014Emancipation.pdf"],"dc:language":["en"],"dc:publisher":["Oxford Brookes University"],"dc:rights":["All rights reserved"],"dc:title":["Coaching for Emancipation: A framework of coaching in oppressive environments"],"dc:type":["thesis"]},"updated_at":"2026-07-24T03:43:31Z"}