{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10509"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10509","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Boundaries and crossing points : children, geography, and identity in Fish Hoek valley","abstract":"This dissertation is based on an ethnographic study with children and young people between the ages of 11 and 19, who attend formerly 'white' state schools in the Cape peninsula, South Africa. Since 1994 these schools have seen an increase in the racial diversity of the student population, but children continue to live in a highly segregated landscape. I take a closer look at the way these schoolchildren work within and around divisions of class and race in this specific place and time in South African history, to understand which factors promote and obstruct the possibility of diversity and integration in their daily lives. How are they negotiating the landscape, discourse and practice around them? And how do they create and verbalise ways of being themselves? Data for the study was collected by a variety of methods, to enable children to express themselves in various ways by engaging them in the research project through visual, group and individual exercises, focus group discussions and interviews.","abstract_html":"This dissertation is based on an ethnographic study with children and young people between the ages of 11 and 19, who attend formerly 'white' state schools in the Cape peninsula, South Africa. Since 1994 these schools have seen an increase in the racial diversity of the student population, but children continue to live in a highly segregated landscape. I take a closer look at the way these schoolchildren work within and around divisions of class and race in this specific place and time in South African history, to understand which factors promote and obstruct the possibility of diversity and integration in their daily lives. How are they negotiating the landscape, discourse and practice around them? And how do they create and verbalise ways of being themselves? Data for the study was collected by a variety of methods, to enable children to express themselves in various ways by engaging them in the research project through visual, group and individual exercises, focus group discussions and interviews.","abstract_has_math":false,"creators":["Gooskens, Imke"],"institution":"Social Anthropology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006","date_published":"2006","updated_at":"2026-07-22T22:23:01Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/10509","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Gooskens, Imke"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-12-30T06:37:32Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-12-30T06:37:32Z"]},{"key":"dc:date.issued","label":"Date","values":["2006"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Social Anthropology"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MSocSc"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/10509"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references."]},{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation is based on an ethnographic study with children and young people between the ages of 11 and 19, who attend formerly 'white' state schools in the Cape peninsula, South Africa. Since 1994 these schools have seen an increase in the racial diversity of the student population, but children continue to live in a highly segregated landscape. I take a closer look at the way these schoolchildren work within and around divisions of class and race in this specific place and time in South African history, to understand which factors promote and obstruct the possibility of diversity and integration in their daily lives. How are they negotiating the landscape, discourse and practice around them? And how do they create and verbalise ways of being themselves? Data for the study was collected by a variety of methods, to enable children to express themselves in various ways by engaging them in the research project through visual, group and individual exercises, focus group discussions and interviews."]},{"key":"dc:title","label":"Title","values":["Boundaries and crossing points : children, geography, and identity in Fish Hoek valley"]}]}],"canonical_facts":{"dc:creator":["Gooskens, Imke"],"dc:date.accessioned":["2014-12-30T06:37:32Z"],"dc:date.available":["2014-12-30T06:37:32Z"],"dc:date.issued":["2006"],"dc:description":["Includes bibliographical references."],"dc:description.abstract":["This dissertation is based on an ethnographic study with children and young people between the ages of 11 and 19, who attend formerly 'white' state schools in the Cape peninsula, South Africa. Since 1994 these schools have seen an increase in the racial diversity of the student population, but children continue to live in a highly segregated landscape. I take a closer look at the way these schoolchildren work within and around divisions of class and race in this specific place and time in South African history, to understand which factors promote and obstruct the possibility of diversity and integration in their daily lives. How are they negotiating the landscape, discourse and practice around them? And how do they create and verbalise ways of being themselves? Data for the study was collected by a variety of methods, to enable children to express themselves in various ways by engaging them in the research project through visual, group and individual exercises, focus group discussions and interviews."],"dc:identifier.uri":["http://hdl.handle.net/11427/10509"],"dc:language.iso":["eng"],"dc:publisher.department":["Social Anthropology"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Boundaries and crossing points : children, geography, and identity in Fish Hoek valley"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MSocSc"]},"updated_at":"2026-07-22T22:23:01Z"}