Unboxing “Born-frees”: freedom to choose identities
This qualitative case study sets out to explore how “born-free” students constitute, negotiate and represent their identities in South African schools twenty years after the advent of democracy. The meta-theoretical paradigm of social constructivism and the methodology of narrative inquiry was used....
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| Format: | Article |
| Language: | English |
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Fundação CESGRANRIO
2019-07-01
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| Series: | Ensaio |
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| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362019000300456&lng=pt&nrm=iso&tlng=en |
| _version_ | 1818598475897503744 |
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| author | Saloshna Vandeyar |
| author_facet | Saloshna Vandeyar |
| author_sort | Saloshna Vandeyar |
| collection | DOAJ |
| description | This qualitative case study sets out to explore how “born-free” students constitute, negotiate and represent their identities in South African schools twenty years after the advent of democracy. The meta-theoretical paradigm of social constructivism and the methodology of narrative inquiry was used. Data comprised a mix of semi-structured interviews and field notes. Inductive thematic analysis was used to analyse the data. Findings reveal that the demographic diversity of “born-free” students seemed to extend towards many competing views of identity. “Born-free” students did not possess distinctive views about their generations” identity. Racial identity still seemed to play a pivotal role. Some “born free” students expressed optimism with the freedom their identity provided, while others felt constrained by the enduring historical legacy of apartheid, transmitted through knowledge in the blood. Although “born-free” students themselves did not live through apartheid, the physical legacies of apartheid –such as its geographical contours – served as a daily reminder of its presence. “Born-free” students are not only well aware of the social and political dynamics of the country, but are also beginning to question externally imposed identities. |
| first_indexed | 2024-12-16T12:04:18Z |
| format | Article |
| id | doaj.art-4519ddeb68e041a889a81d9ef026ab3f |
| institution | Directory Open Access Journal |
| issn | 0104-4036 1809-4465 |
| language | English |
| last_indexed | 2024-12-16T12:04:18Z |
| publishDate | 2019-07-01 |
| publisher | Fundação CESGRANRIO |
| record_format | Article |
| series | Ensaio |
| spelling | doaj.art-4519ddeb68e041a889a81d9ef026ab3f2022-12-21T22:32:21ZengFundação CESGRANRIOEnsaio0104-40361809-44652019-07-012710445647510.1590/s0104-40362019002702196Unboxing “Born-frees”: freedom to choose identitiesSaloshna Vandeyar0Faculty of Education, University of Pretoria,Groenkloof Campus, Pretoria, South AfricaThis qualitative case study sets out to explore how “born-free” students constitute, negotiate and represent their identities in South African schools twenty years after the advent of democracy. The meta-theoretical paradigm of social constructivism and the methodology of narrative inquiry was used. Data comprised a mix of semi-structured interviews and field notes. Inductive thematic analysis was used to analyse the data. Findings reveal that the demographic diversity of “born-free” students seemed to extend towards many competing views of identity. “Born-free” students did not possess distinctive views about their generations” identity. Racial identity still seemed to play a pivotal role. Some “born free” students expressed optimism with the freedom their identity provided, while others felt constrained by the enduring historical legacy of apartheid, transmitted through knowledge in the blood. Although “born-free” students themselves did not live through apartheid, the physical legacies of apartheid –such as its geographical contours – served as a daily reminder of its presence. “Born-free” students are not only well aware of the social and political dynamics of the country, but are also beginning to question externally imposed identities.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362019000300456&lng=pt&nrm=iso&tlng=en“Born-free” studentsGeographical contoursHistorical legacyIdentityKnowledge in the bloodYouth justice |
| spellingShingle | Saloshna Vandeyar Unboxing “Born-frees”: freedom to choose identities Ensaio “Born-free” students Geographical contours Historical legacy Identity Knowledge in the blood Youth justice |
| title | Unboxing “Born-frees”: freedom to choose identities |
| title_full | Unboxing “Born-frees”: freedom to choose identities |
| title_fullStr | Unboxing “Born-frees”: freedom to choose identities |
| title_full_unstemmed | Unboxing “Born-frees”: freedom to choose identities |
| title_short | Unboxing “Born-frees”: freedom to choose identities |
| title_sort | unboxing born frees freedom to choose identities |
| topic | “Born-free” students Geographical contours Historical legacy Identity Knowledge in the blood Youth justice |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362019000300456&lng=pt&nrm=iso&tlng=en |
| work_keys_str_mv | AT saloshnavandeyar unboxingbornfreesfreedomtochooseidentities |