"Born Frees", Negotiating the Terrain towards Selfhood and Wellness: A Life Orientation Perspective

Autor/inn/en	Magano, Meahabo Dinah; Berman, Ashley Ita
Titel	"Born Frees", Negotiating the Terrain towards Selfhood and Wellness: A Life Orientation Perspective
Quelle	In: Education as Change, 20 (2016) 2, S.106-122 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Racial Segregation; Grade 11; Females; High School Students; Focus Groups; Questionnaires; Self Concept; Blacks; Phenomenology; Self Esteem; Sex Role; Adolescents; Civil Rights; South Africa + Suchen Sie Ihr Suchwort? Ausland; Rassentrennung; School year 11; 11. Schuljahr; Schuljahr 11; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Selbstkonzept; Black person; Schwarzer; Phenomenological psychology; Phänomenologie; Psychologie; Self-esteem; Selbstaufmerksamkeit; Geschlechterrolle; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bürgerrechte; Grundrechte; Zivilrecht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study was contextualised within the Life Orientation subject of "Self in Society". It acknowledges that the present time is uniquely significant in South African history as the generation of youth leaving school are now considered "born frees". This generation is considered to be free from the first-hand trauma that was experienced in the past; they supposedly live in a society free from the shackles of apartheid, and enjoy equality and human rights that affect their entire well-being. "Born frees", it appears, are still negotiating the journey towards a new identity and freedom. The sample size was nine Grade 11 female learners who attend an urban school in Gauteng Province. The school was purposefully chosen because it had a good track record of class attendance and the learners are proficient in English. Questions revolved around the multiple aspects of self and well-being in society. Focus group sessions were held after which six of the learners completed a questionnaire with open-ended questions based on the sub-topics. All ethical considerations were observed. Findings revealed that these youths are in fact traversing a far more complex political, social, psychological, spiritual and economic landscape than that captured in the phrase "born frees". (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01