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      Unboxing “Born-frees”: freedom to choose identities Translated title: Retirando das caixas os “nascidos livres”: a liberdade de escolher as identidades Translated title: Desempacando a los “nacidos libres”: la libertad de elegir identidades

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          Abstract

          Abstract 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.

          Translated abstract

          Resumo Este estudo de caso qualitativo como os estudantes “nascidos livres” negociam e representam suas identidades na África do Sul vinte anos após a democracia. O paradigma metateórico do construtivismo social e a metodologia da pesquisa narrativa foram utilizados. Os dados foram obtidos a partir de um conjunto de entrevistas semi-estruturadas e de notas de campo. A análise indutiva temática foi usada para a interpretação dos dados. Os resultados revelam que a diversidade demográfica dos alunos “nascidos livres” parece apontar para visões contraditórias sobre a identidade. Estudantes “nascidos livres” não possuíam visões específicas sobre a identidade de sua geração. A identidade racial ainda aparece como central. Alguns estudantes “nascidos livres” expressaram otimismos com a liberdade que suas identidades lhes provêm, enquanto outros ainda se sentiram constrangidos pela herança persistente do apartheird, transmitida pelo conhecimento “ de sangue”. Embora os estudantes “nascidos livres” não tenham vivenciado o apartheid, os aspectos físicos persistentes – como, por exemplo, as fronteiras geográficas – servem, para eles, como lembranças vivas de sua presença. Além de conscientes da dinâmica social e política do país, estes estudantes também começam a problematizar identidades que lhes são externamente impostas.

          Translated abstract

          Resumen Este estudio de caso cualitativo investiga cómo estudiantes “nacidos libres“ negocian y representan sus identidades en Sudáfrica veinte años después de la llegada de la democracia. Se utilizó el paradigma metateórico del constructivismo social y la metodología de la investigación narrativa. Los datos se obtuvieron de un conjunto de entrevistas semiestructuradas y notas de campo. El análisis inductivo temático se utilizó para interpretar los datos. Los resultados demuestran que la diversidad demográfica de los estudiantes “nacidos libres” parece apuntar a visiones contradictorias sobre la identidad. Los estudiantes “nacidos libres” no poseen visiones específicas sobre la identidad de su generación. La identidad racial sigue apareciendo como central. Algunos estudiantes “nacidos libres“ expresaron optimismo con la libertad que sus identidades les proporcionaban, mientras que otros seguían avergonzados por la persistente herencia del Apartheird, transmitido por el conocimiento “de la sangre”. Aunque los estudiantes “nacidos libres” no experimentaron el apartheid, los aspectos físicos persistentes – como los límites geográficos – sirven, para ellos, como recuerdos vivos de su presencia. Además de ser conscientes de la dinámica social y política del país, estos estudiantes también comienzan a problematizar las identidades que se les imponen externamente.

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          Qualitative Content Analysis

          The article describes an approach of systematic, rule guided qualitative text analysis, which tries to preserve some methodological strengths of quantitative content analysis and widen them to a concept of qualitative procedure. First the development of content analysis is delineated and the basic principles are explained (units of analysis, step models, working with categories, validity and reliability). Then the central procedures of qualitative content analysis, inductive development of categories and deductive application of categories, are worked out. The possibilities of computer programs in supporting those qualitative steps of analysis are shown and the possibilities and limits of the approach are discussed. URN: urn:nbn:de:0114-fqs0002204 Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 1, No 2 (2000): Qualitative Methods in Various Disciplines I: Psychology
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            Identity Matters: Reflections on the Construction of Identity Scholarship in Organization Studies

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              Ethnic Identity, Immigration, and Well-Being: An Interactional Perspective

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                Author and article information

                Contributors
                Role: ND
                Journal
                ensaio
                Ensaio: Avaliação e Políticas Públicas em Educação
                Ensaio: aval.pol.públ.Educ.
                Fundação CESGRANRIO (Rio de Janeiro, RJ, Brazil )
                0104-4036
                1809-4465
                June 2019
                : 27
                : 104
                : 456-475
                Affiliations
                [1] Pretoria orgnameUniversity of Pretoria orgdiv1Faculty of Education South Africa
                Article
                S0104-40362019000300456
                10.1590/s0104-40362019002702196
                af6c40ee-b26c-4a38-b843-d5dc75fb9fdc

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 09 May 2019
                : 13 February 2019
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 52, Pages: 20
                Product

                SciELO Brazil

                Categories
                Articles

                “Born-free” students,Geographical contours,Historical legacy,Identity,Knowledge in the blood,Youth justice,Estudiantes “nacidos libres”,Conocimiento de la sangre,Identidad,Límites geográficos,Patrimonio histórico,Justicia para los jóvenes,estudantes “nascidos livres”,conhecimento de sangue,identidade,fronteiras geográficas,herança histórica,justiça juvenil

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