Unboxing “Born-frees”: freedom to choose identities

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.

'Do you own your freedom?' Reflecting on Cape Town youths' aspirations to be free

“…This group is subject to stereotypes and is considered by some from the 'struggle' generation (those who lived through and experienced the period of Apartheid from 1976 onwards) to be 'apathetic, apolitical, lazy and unaware of the history of struggle that made freedom and desegregation possible' (Mpongo 2016). It has been argued that this term is imposed on young people by the media and certain sectors of society, and is one with which many young people in fact do not identify (Maimela 2014;Malila 2015;Malila & Garman 2016;Mpongo 2016;Vandeyar 2019).…”

“…Malila and Garman (2016), for example, found that only 8.5 percent of all education-related stories covered in the media included and considered the opinions and perceptions of young people. Research undertaken with participants from the so-called 'born free' generation find that many of them in fact do not feel free, and whilst they are not living under Apartheid, they still experience the psycho-social impact of the legacy of Apartheid and persistent spatial fragmentation and segregation, which prevent them accessing the spaces and opportunities which living in a democratic society should afford them (Maimela 2014;Malila 2015;Malila & Garman 2016;Mattes 2012;Mpongo 2016;Vandeyar 2019;Willmore et al 2022). It is argued that freedom is multi-dimensional and political freedom experienced by 'born frees' is but one dimension of a larger dynamic of freedom and bondage (Vandeyar 2019, p. 466).…”

Rupturing the laws of discourse: Learner agency in the construction of their identity in school discourses

“…For others identity "refers to the internalized and externalized set of meanings, practices, and distributed resources embedded in ways of life and contexts of learning" (Esteban-Guitart & Moll, 2014: 37). Others argue that "identity is dynamic and multidimensional, influenced by social environments, socio-political interests, transnational experiences, and discourse itself" (Kim & Duff, 2012: 84) Furthermore, identity can be understood as characterized by multiplicity of self (Vandeyar, 2019). Recognising the existence of multiple identities is critical since learners' identities are contingent, fluid, complex, comprise of multiple and often contradicting identities (Vandeyar, 2022;.…”

“…Identities are fluid, complex and can change over time ( Vandeyar, 2019;2022;Charteris, 2016). Learners in all three schools were heterogeneous subjects possessing complex and multifaceted identities.…”

“…Some learners opt to be the opposite of the ideal learner while others conform to what the school seeks to construct. The different positions that learners take, highlight the fluidity of identities (Gyogi, 2020;Vandeyar, 2019). Individuals shift and change all the time.…”