The moral ecology of South Africa's township youth (IKASI) 2004-05: Western Cape. Interview 2 - A qualitative study

Description:
The data set consists of 35 second transcribed interviews with South Africa's township youth in the Western Cape.

Participants came from one class in a Langa township school, and from one class in a nearby suburban school. The sample is 37, 31 from the township school and 6 from the suburban school. The six participants from the suburban school all live in Langa. Not all participants from the township school live in Langa.
Abstract:
Voices of young people who live in a context of poverty are largely unheard in the study of morality. Instead moral debates are dominated by strictly bounded academic discourses, official calls for 'moral regeneration' and moral panics. Furthermore, the emphasis on individual moral development has neglected the socio-cultural contexts of young people's moral formation. In contrast, this study offers a complex youth ethnography of the moral sphere that explores how young people living in a context of poverty understand the concept of morality and how this construction facilitates their processes of moral formation.

The study is located in Langa, a peri-urban township (ikasi) near Cape Town, South Africa, and follows 37 young men and women aged between 14 and 20, over the course of a year. The majorities of youth were in Grade 9 and attended a township school, while a small group attended a nearby suburban school.

The research design combines the usual elements of ethnography with multiple creative methods designed to engage youth over the course of a year. Included in these methods are: auto photography, free lists, mind maps and a rank ordering activity.

The study produces findings in three main areas. On a descriptive level, it provides an account of the moral lives of vulnerable young people from within a context of partial-parenting, partial-schooling, pervasive poverty and inequality, and in the aftermath of the moral injustices of Apartheid. On an analytical level, it shows how these young people exhibit conventional values in some areas, contested values in others as well as postmodern values especially regarding authority and self-authorization. It identifies young people's social representations of morality as action (what you do), as embodied (who you are and who others are to you) and as located or inevitable (where you are i.e. in school, at home, off the streets, or simply in ikasi. On a theoretical level it offers the term moral capital, and moral ecology to broaden discourse on young people's moral lives.

数据集说明：
本数据集包含针对南非西开普省镇区（township）青年的35秒时长转录访谈。参与者分别来自兰加（Langa）镇区学校的一个班级，以及附近一所郊区学校的一个班级。本次研究的有效样本量为37人：其中31名来自镇区学校，6名来自郊区学校。值得注意的是，这6名来自郊区学校的参与者均居住在兰加镇区，而镇区学校的参与者并非全部都居住在兰加。

摘要：
在道德研究范畴内，身处贫困境遇的青少年群体的声音长期处于失声状态。与之相反，道德辩论长期被边界严格限定的学术话语、官方倡导的“道德复兴”运动以及道德恐慌所主导。此外，现有研究过度聚焦个体道德发展，却忽视了青少年道德塑造所处的社会文化语境。
与之形成鲜明对比的是，本研究采用针对道德领域的精细化青少年民族志研究方法，探究身处贫困环境的青少年如何理解道德概念，以及这种认知如何推动其道德塑造进程。
本研究的场域设于南非开普敦附近的兰加（Langa）城郊黑人镇区（ikasi），研究周期为一年，追踪了37名年龄在14至20岁之间的青少年男女。其中绝大多数青少年就读于镇区学校的九年级，另有少数学生就读于附近的郊区学校。
本研究的设计将民族志研究的常规要素与多种创意性方法相结合，旨在全年持续与青少年群体开展互动。这些方法包括：自主摄影（auto photography）、自由列表法、思维导图（mind maps）以及排序任务。
本研究的核心发现涵盖三大维度：在描述层面，本研究阐明了身处“半养育、半学业、普遍贫困与不平等”环境，且经历了种族隔离（Apartheid）时期道德不公遗留问题的弱势青少年的道德生活样貌；在分析层面，本研究揭示了这些青少年在部分领域秉持传统价值观、部分领域存在价值观争议，同时在权威与自我授权等议题上展现出后现代价值观的具体表现；研究还界定了青少年对道德的三种社会表征：即作为行动的道德（你所做之事）、具身化的道德（你是谁以及他人对你而言意味着什么），以及根植于特定场域或不可避免的道德（你所处的位置，例如学校、家中、街头之外的场所，或是简单地处于镇区之中）；在理论层面，本研究提出“道德资本（moral capital）”与“道德生态（moral ecology）”两个学术术语，以拓展关于青少年道德生活的研究话语。