Abstract
The identity of young people, and the state of a school’s fulfilment of its tasks, as presented in the article, are based on the results of the author’s own field explorations carried out in the school year 2003/2004 and repeated in the same territory of the Silesian Voivodeship in the zone of intensive social and economic development in 2016/2017. The results of the research conducted have shown that schools brought young people with different personal and social resources, and living in different historical and socio-cultural contexts, to a similar value of identity capital. The study, conducted in two stages with an interval of 13 years, has revealed the greatest shifts in the following areas: extension of the range of interactions (change 13.2%); ambivalence (change 8.1%); revitalization (change 7.7%); and ethos (change 6.8%). The least change occurred in the provision of offers of identification (1.7% change). A slight decline was noted in the extension of the developmental moratorium (1.5% change). The identified, described and empirically verified tasks of a school form a specific map of educational activities, which can be successfully used as a matrix to describe and interpret a school’s participation in the shaping of young people’s identities.
Highlights
I have been concerned with the issues discussed in this article for a long time, which found expression in some of my earlier work (Szczurek-Boruta 2006, 2007).Seeing a gap in pedagogical research on youth developmental tasks and the limitations of the existing research, which tends to have been fragmentary and narrowed to one discipline or specialization, I undertook in the school year 2003/2004 a Downloaded from https://www.cambridge.org/core
I assumed that the mastery of an existential task involves the necessity to synthesize a number of individual developmental tasks
An individual draws some self-defining elements from all of them and combines them with mental factors. Both Y and Z generations of young people achieved a similar general identity profile, and they have the same deficits in the performance of individual developmental tasks, e.g. they do not understand the problems of the surrounding world and do not engage in activities for the benefit of the country, ecology, and world
Summary
I have been concerned with the issues discussed in this article for a long time, which found expression in some of my earlier work (Szczurek-Boruta 2006, 2007). The structure of the considerations undertaken in this article is determined by the holistic and dynamic approach. It allows for recognizing the mutual conditioning of identity and school as inseparable and dynamic systems. Such an approach takes all external and internal impacts on the student and school into account as well as the inseparability of the micro (a human individual as a system), meso (school as a system) and macro (society) perspectives. School is an element of a broader social system, a whole reflecting the dynamic interrelationships between its various components, and any change in one of the elements entails changes of the other elements and, as a consequence, of the whole system
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