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ERIC Number: EJ1121898
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1682-3206
"Born Frees", Negotiating the Terrain towards Selfhood and Wellness: A Life Orientation Perspective
Magano, Meahabo Dinah; Berman, Ashley Ita
Education as Change, v20 n2 p106-122 2016
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".
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A