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Introduction to apartheid in south africa
Significance Of Adolescence
Introduction to apartheid in south africa
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In this essay the concepts of sensitive periods and critical periods are going to be discussed, and critically evaluated in regards to identity development amongst South Africans. In doing so one should also take into consideration South Africa’s historical context. The period of Adolescence is when individual undergoes a set of physical and psychological changes, known as the teenage years, and begins the progression to adulthood. In other words the individual achieves psychological maturity and social maturity (Mwale, 2010). As a consequence of South Africa’s historical background of Apartheid, adolescence in South Africa and the identity development of nationals has to be carefully analysed as a result of such incidents.
In my opinion adolescence is a sensitive period and not a critical period for identity development in South Africans. Critical periods involve the notion of an impactful event in one’s life that happens at a specific point during development (Papalia et al, 1998). But in order to answer the question of whether adolescence is a critical or sensitive period for identity development in South Africa one also needs to look at the variety of different definitions of critical and sensitive periods. For example critical periods can also be “… a certain kind of experience at one point in development has a profoundly different impact on future behaviour than having that same experience at any other point in development (Bruer, 2001).” Both these definitions refer to specific events in someone’s life that has an impact in one’s development. As a result of this ambiguity one can definitely argue that adolescence is a sensitive period and not a critical period for identity in South Africans.
Having said that, I would like t...
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...ausal Interpretations. Psychological Bulletin, 105(2), 179-197.
Bruer, J.T. (2001). A critical and Sensitive Period Primer. In D.B. Bailey, J.T. Bruer, F.J.Symons & J.W. Lichtman (Eds), Critical Thinking about Critical Periods.(pp. 3- 26). Baltimore: Brookes.
Norris, S.A., Roeser, R.W., Richter, L.M., Lewin, N., Fleetwood, S.A., Taole, E. & van de Wolf, K. (2008). South African-ness Among Adolescents. The Emergence of a Collective Identity Within the Birth to Twenty Chort Study. Journal of Early Adolescence, 28 (1), 51-69.
The research Cooperative http://researchcooperative.org/profiles/blogs/adolescence-and-adolescent Thom, D.P. & Coetzee, C.S. (2004). Identity Development of South African adolescents in a democratic society. Society in Transition, 35 (1), 183- 193.
Papalia, D E, Olds, S W & Feldman, R D (1998). Human Development. 7th ed. Boston: McGraw-Hill.
During this stage, Erikson believes that the individual’s successful identity formation relies on social, cognitive and physical maturation (Pittman, Keiley, Kerpelman, & Vaughn, 2011). The individual tries out different roles for who they see in themselves and who they portray to others, eventually committing to their own personal role and occupational choice. Pittman et al. (2011) describe the identity formation as “consisting of decisions, investments, and commitments tied to current and future roles, goals, and relationships.” Additional considerations for identity formation include the context of the culture which is available to the adolescent during this time. After successful resolution of this stage during adolescence, individuals will typically progress into Erikson’s Intimacy versus Isolation stage during young
Adolescents experience a developmental journey as they transition from child to adult, and in doing so are faced with many developmental milestones. Physical, cognitive, social and emotional changes are occurring during this tumultuous stage of life, and making sense of one’s self and identity becomes a priority. Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian addresses the challenges of adolescence in an engaging tale, but deals with minority communities and cultures as well.
Lastly, we look at identity without knowing it adolescents are searching for the answers to the question, “who am I?”. Although this is an important part of development for this stage it didn’t just being in this stage nor do adolescents have the capability to figure it all out. While growing up children are pushed one way or another by parents and peers some are pushed towards academics while others athletics. But how influential are parents and peers?
Bosma. H. A. 11992). Identity in adolescence: Managing commitments. In G. R. Adams. T. P. Gullotta,
During adolescence, the transition from childhood to adulthood is extremely important. Children are becoming more independent and begin to look to the future in terms of career, relationships, family, housing, etc. During this period, they are exploring the possibilities and begin to form their own identity based on the result of his explorations. This sense of who may be hampered, leading to a sense of confusion about themselves and their role in the
The establishment of identity is an important, complex task for all adolescents, and is considered a major developmental task for all adolescents. It is particularly complicated for adolescents belonging to ethnic and minority groups. Ethnic identity of the majority group of individuals is constantly validated and reinforced in a positive manner where as the minority group is constantly ridiculed and punished in a negative manner. What does this say for those adolescents who are the minority and not the majority? It is important to study or research ethnic identity because it provides better knowledge to help one understand striving for a sense of unity and connectivenesss in which the self provides meaning for direction and meaning of ethnic identity (Spencer, 1990). It is also important to study or research the differences between these groups due to beliefs and values.
Black and Female: The Challenge of weaving an identity.? Journal of Adolescents July 1995 19. 466.
Scientists and researchers continue to evaluate the adolescence timeframe in which all people form the foundation for the rest of their life. The knowledge and understanding required by not only scientists and researchers, but also psychoanalysts create a unique set of principles within the field. A vast understanding of past work done by people such as Erik Erikson and many others, adds to the current, growing knowledge attained by all professionals in the field of identity formation (Brogan 1). Ray Brogan, author of Identity Development understands the processes in which identity development research progresses in terms of past, present and future, as well as understanding the risks in which factors such as suppressive parents, teachers and even friends can pose on a developing adolescent’s personality. “Many development theorists see identity development as a means for an individual to explain the present as a bridge from the past to the future” (1). Brogan takes an interpretative approach to the research completed in past psychoanalysts by further expanding on their findings and interjecting his own throughout the analysis of identity formations processes.
Meeus, W., Schoot, R., Keijsers, L., & Branje, S. (2012). Identity statuses as developmental trajectories: A five-wave longitudinal study in early-to-middle and middle-to-late adolescents. J Youth Adolescence, 41, 1008-1021. doi: 10.1007/s10964-011-9730-y
Mathabane, Mark. Kaffir Boy: The True Story of a Black Youth's Coming of Age in Apartheid
The purpose of this paper is to identify James Marcia’s identity status theory and how it pertains to the author 's life during adolescence and early adulthood. The author will reflect as well as address the four statuses of development. Noting that Marcia’s theory has proven to be an effective and dependable tool in helping to determine the status of the identity development in adolescents.
Biological influences combined with societal and social expectations contribute to how well people learn to adapt to their environments (2013). According to Erikson, there are eight stages of development. Within these states, there are different psychological, emotional and cognitive tasks. In order to adjust, individuals must learn to develop these tasks. During adolescence, Erikson states that each person needs to navigate through the development task of ‘‘Identity vs. Identity confusion ’’ (2013). He defined this task by stating that adolescent children must learn to develop a sense of self and establish independence. Prior to this stage of development, a person’s parents largely influence their identity. In this stage the adolescent children begin to explore and develop their identity outside of their parents’ influence (Hill, Bromell, Tyson, & Flint, 2007). Adolescents are generally more egocentric at this stage and have an increased sense of self-consciousness. They also have a strong desire to conform to peer influence and develop concerns regarding their appearance. They develop concern about their level of competence in relation to their peer group as well. As peer influence increases, during this stage, parental influence decreases (Ashford & LeCroy, 2013; Hill et. al, 2007). Conflict generally increases between parent and child at this stage of development (2007).
Adolescence refers to the transition period experienced by children that occur between childhood and adulthood (Shefer, 2011). Identity is first confronted in adolescence between the ages 12 – 19 years old, because of physical and hormonal changes in the body. It is also due to the introduction of formal operations in cognitive development and societal expectation that this contributes to an individual’s identity to be explored and established (McAdams, 2009). The forces within and outside (family, community) the individual that promote identity development usually create a sense of tension. The basic task is, in Erikson’s terms, “fidelity or truthfulness and consistency to one’s core self or faith in one’s ideology” (Fleming, 2004: 9), in a nutshell: "Who am I and where am I
Transition and change are some of the most difficult obstacles for people to overcome. It is no surprise that adolescence, defined as the transition from childhood to adulthood, is full of obstacles (Feldman, 2012). During this time period, adolescents are neither adults nor children; they do not appear to belong in any stable group. However uncomfortable this may seem, it is also a fitting definition. For during the adolescent stage, adolescents face puberty, sexual curiosity, self-esteem issues, and doubts about their future (Feldman, 2012). Psychoanalyst Erik Erikson aptly argued that adolescents pass through the identity-versus-identity-confusion stage in which teenagers search for defining and unique characteristics about themselves (Feldman, 2012). When a teenager struggles with this stage, a crisis emerges in which they are unable to find an appropriate role in life, often acting out or pursuing dangerous behaviors (Feldman, 2012).
In Chigumadzi’s early school days Chigumadzi desires to be referred to as “Gloria” (Chigumadzi, 2015) her second English name instead of her first African name of “Panashe” (Chigumadzi, 2015) Chigumadzi illustrates the lack of identity politics which exists within a portion of black youth in South Africa. This is a struggle which many black youth experience if attending traditionally white schools as the differences between a black student and a white student become clear as a result of cultural differences in the classroom and the prejudices which an educator could possess and which could be demonstrated in dialogue or actions. (Chigumadzi, 2015) As Chigumadzi’s educator possessed prejudice views such as the articulation of the following judgment “apartheid had good intentions behind it. It was just that it was badly executed!” (Chigumadzi, 2015, p. NA) An identity crisis amongst black youth has raised according to Chigumadzi as a result of the unaccommodating atmosphere which exists around race in South Africa in a modern context post-Apartheid. (Chigumadzi, 2015) The coconut culture states that black diamond youth strives for whiteness. These individuals are often referred to as ‘Uncle Toms’ (Chigumadzi, 2015, p. NA) or additionally ‘agents of whiteness’ (Chigumadzi, 2015, p. NA) This dilemma of the lack of