Concepts of Childhood.

 

The conceptualisation of childhood remains perpetually prolix and ambiguous. Interpretational fallacies lack the ability to be universalised, as an understanding requires the unique context within a social and cultural background. The genesis of childhood embodies cultural identity that forms the social structure in society. Jenks (1996) posits the equivocal social impetus of childhood, stating that childhood is not a mere physical inhibition of a Lilliputian world, but rather an historical and cultural experience that resides within an individual context. I aim to discuss the different conceptualisations of childhood in Tanzania compared with that of Britain through critically analysing different experiences and viewpoints.

The Tanzanian ethos is synonymous to the African culture collectively. The values of which epitomise the adversities overcome to ensure the perpetuation of their cultural identity. The foundation of this culture exemplifies the importance of community and family, these values are profoundly inherited into a child’s upbringing. In Tanzania, children are habitually considered economic assets for their families and thus their concept of childhood can be profoundly impacted and overshadowed by other aspects of social structure within society. Qvortrup (1994) highlights this notion, stating that a childhood should transcend into the perception of being part of the social construct of every society. The importance of a childhood in Tanzania often consists of ensuring that children are trained to perpetuate the fundamental role as the future insurance for their families. Males are taught in manual aspects of labour and females are trained occupationally. This tradition is disputably oppressive for children, as there is a distinctive lack of free will of one’s own future. DeMause (1982) clarifies such standpoint, postulating that a childhood in Africa is trapped within the period of socialising mode. Children are merely expected to conform to custodians of their culture.

The British conceptualisation of childhood poses a significantly differing attitude towards the expectations of a child within society. Britain, as a microcosm of the Western culture collectively, postulates that the general notion of a childhood typifies the preservation of innocence. In Tanzania, it is widely considered mandatory for children to assume the duties of an adult and thus a distinct perpetuation of independency prevails. Conversely, within Britain this attitude is predominantly discouraged. Commonly, children are mollycoddled to prolong youthful innocence. To attain this, a distinct lack of burdening is placed on a child domestically, allowing happiness and education to take priority. Countering critically however, a British inhabitant could contend that schooling does burden children as pressures and expectations in education are often deemed imperative. A British childhood can be typified using Bronfenbrenner’s (1979) ‘Ecological Systems Theory’, This model categorises a child’s prime experiences to revolve around; family, school and peers. Critically, this lack of responsibility could be said to produce a generation of dependency and incompetency.

In summary, the stark differences between the conceptualisation of childhood in Tanzania and Britain are evident. Within Britain, a childhood accentuates the availability of a formal education irrespective of social stratification inferences. Conversely, the ability to provide is a priority that overwhelms all other circumstances faced for a Tanzanian childhood. Regardless of cultural differences and adversities faced, an identifiable concept of childhood should prevail. The comparable experiences of childhood in Tanzania and Britain mutually maintain that providing for and protecting of family is given greatest significance.

 

Rosie Clark