Exploring multiple dimensions of identiy development in black South African adolescents
- Authors: Buso, Masimbulele
- Date: 2019
- Subjects: Identity (Psychology) , Adolescent psychology -- South Africa , Identity (Psychology) in adolescence -- South Africa , Teenagers, Black -- Psychology -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96702 , vital:31310
- Description: South Africa, just like most African countries, is a country rich in social, political and economic history due to colonisation, specifically the apartheid system. The current socio-political and economic climate of the country is said to influence the process of identity development and formation during adolescence. Therefore, the main aim of the study was to explore the various identities that black adolescents are exploring given the context of the country. Additionally, the aim of this research was to explore the methods in which adolescents utilise to develop their identity and the challenges encountered during this process. The study made use of three data collection methods; a Short Reflective exercise, a Nominal Group Technique and Focus Groups. Data was analysed using thematic analysis to generate main themes and sub themes. The main themes discussed in this study revealed that adolescents experiences multiple aspects of their identity, which exist in a complex interwoven system influenced by both external and internal factors. The main challenge was the difficulty in integrating the dominant westernised/individualistic ideology with the collectivistic ideology that adolescents are raised according to. Overall, the study indicated that the majority of the participants had a positive self-concept and a positive outlook with regards to their future. Recommendations emphasise the need for further research that would be based on the South African context to further explore black identity and to gain contextual information that can be used to combat some of the social issues that the South African youth is challenged with.
- Full Text:
- Authors: Buso, Masimbulele
- Date: 2019
- Subjects: Identity (Psychology) , Adolescent psychology -- South Africa , Identity (Psychology) in adolescence -- South Africa , Teenagers, Black -- Psychology -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96702 , vital:31310
- Description: South Africa, just like most African countries, is a country rich in social, political and economic history due to colonisation, specifically the apartheid system. The current socio-political and economic climate of the country is said to influence the process of identity development and formation during adolescence. Therefore, the main aim of the study was to explore the various identities that black adolescents are exploring given the context of the country. Additionally, the aim of this research was to explore the methods in which adolescents utilise to develop their identity and the challenges encountered during this process. The study made use of three data collection methods; a Short Reflective exercise, a Nominal Group Technique and Focus Groups. Data was analysed using thematic analysis to generate main themes and sub themes. The main themes discussed in this study revealed that adolescents experiences multiple aspects of their identity, which exist in a complex interwoven system influenced by both external and internal factors. The main challenge was the difficulty in integrating the dominant westernised/individualistic ideology with the collectivistic ideology that adolescents are raised according to. Overall, the study indicated that the majority of the participants had a positive self-concept and a positive outlook with regards to their future. Recommendations emphasise the need for further research that would be based on the South African context to further explore black identity and to gain contextual information that can be used to combat some of the social issues that the South African youth is challenged with.
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Reading identities: a case study of grade 8 learners' interactions in a reading club
- Scheckle, Eileen Margaret Agnes
- Authors: Scheckle, Eileen Margaret Agnes
- Date: 2015
- Subjects: Group reading -- South Africa , Reading (Middle school) -- South Africa , Literacy programs -- South Africa , Identity (Psychology) in adolescence , Identity (Psychology) in adolescence -- South Africa , Discourse analysis -- Social aspects , Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1329 , http://hdl.handle.net/10962/d1017766
- Description: This study offers an account of reading clubs as a literacy intervention in a grade 8 English class at a former ‘Coloured’ high school in South Africa. Using Margaret Archer’s social realist methodology, it examines different practices of ‘reading’ used by learners in talking and writing about text. Archer’s analytical dualism and morphogenetic model provided an explanatory framework for this study. Analytical dualism allows for the separation of the parts (structural and cultural elements) from the people (the grade 8 learners) so as to analyse the interplay between structure and culture. The morphogenetic model recognises that antecedent structures predate this, and any study but that through the exercise of agency, morphogenesis, in the form of structural elaboration or morphostasis in the form of continuity, may occur. This study used a New Literacies perspective based on an ideological model of literacy which recognises many different literacies, in addition to dominant school literacies. Learners’ talk about books as well as personal journal writing provided an insight into what cultural mechanisms and powers children bring to the reading of novels. Understandings of discourses as well as of Gee’s (1990; 2008) construct of Discourse provided a framework for examining learners’ identities and shifts as readers. The data in this study, which is presented through a series of vignettes, found that grade 8 learners use many different experiences and draw on different discourses when making sense of texts. Through the separation of the structural and cultural components, this research could explore how reading clubs as structures enabled learners to access different discourses from the domain of culture. Through the process and engagement in the reading clubs, following Gee (2000b), learners were attributed affinity, discoursal and institutional identities as readers. It was found, in the course of the study, that providing a safe space, scaffolding, multiple opportunities to practice and a variety of reading material, helped learners to access and appropriate dominant literacies. In addition, learners need a repertoire of literacy practices to draw from as successful reading needs flexibility and adaptability. Reading and writing inform each other and through gradual induction into literary writing, learners began to appropriate and approximate dominant literacy practices. Following others who have contributed to the field of New Literacy Studies (Heath, 1983; Street, 1984; Gee 1990; Prinsloo & Breier, 1996), this study would suggest that literacies of traditionally underserved communities should not be considered in deficit terms. Instead these need to be understood as resources for negotiating meaning making and as tools or mechanisms to access dominant discourse practices. In addition the resilience and competition from Discourses of popular culture need to be recognised and developed as tools to access school literacies.
- Full Text:
- Authors: Scheckle, Eileen Margaret Agnes
- Date: 2015
- Subjects: Group reading -- South Africa , Reading (Middle school) -- South Africa , Literacy programs -- South Africa , Identity (Psychology) in adolescence , Identity (Psychology) in adolescence -- South Africa , Discourse analysis -- Social aspects , Critical realism
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1329 , http://hdl.handle.net/10962/d1017766
- Description: This study offers an account of reading clubs as a literacy intervention in a grade 8 English class at a former ‘Coloured’ high school in South Africa. Using Margaret Archer’s social realist methodology, it examines different practices of ‘reading’ used by learners in talking and writing about text. Archer’s analytical dualism and morphogenetic model provided an explanatory framework for this study. Analytical dualism allows for the separation of the parts (structural and cultural elements) from the people (the grade 8 learners) so as to analyse the interplay between structure and culture. The morphogenetic model recognises that antecedent structures predate this, and any study but that through the exercise of agency, morphogenesis, in the form of structural elaboration or morphostasis in the form of continuity, may occur. This study used a New Literacies perspective based on an ideological model of literacy which recognises many different literacies, in addition to dominant school literacies. Learners’ talk about books as well as personal journal writing provided an insight into what cultural mechanisms and powers children bring to the reading of novels. Understandings of discourses as well as of Gee’s (1990; 2008) construct of Discourse provided a framework for examining learners’ identities and shifts as readers. The data in this study, which is presented through a series of vignettes, found that grade 8 learners use many different experiences and draw on different discourses when making sense of texts. Through the separation of the structural and cultural components, this research could explore how reading clubs as structures enabled learners to access different discourses from the domain of culture. Through the process and engagement in the reading clubs, following Gee (2000b), learners were attributed affinity, discoursal and institutional identities as readers. It was found, in the course of the study, that providing a safe space, scaffolding, multiple opportunities to practice and a variety of reading material, helped learners to access and appropriate dominant literacies. In addition, learners need a repertoire of literacy practices to draw from as successful reading needs flexibility and adaptability. Reading and writing inform each other and through gradual induction into literary writing, learners began to appropriate and approximate dominant literacy practices. Following others who have contributed to the field of New Literacy Studies (Heath, 1983; Street, 1984; Gee 1990; Prinsloo & Breier, 1996), this study would suggest that literacies of traditionally underserved communities should not be considered in deficit terms. Instead these need to be understood as resources for negotiating meaning making and as tools or mechanisms to access dominant discourse practices. In addition the resilience and competition from Discourses of popular culture need to be recognised and developed as tools to access school literacies.
- Full Text:
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