Fróðskaparrit - 01.01.2006, Qupperneq 78

76
CONSTRUCTING ÍDUNTITIES 1N CHILDREN’S CULTURE OF CONSUMPTION
field of childhood studies (Aydt and Coraro,
2003; Davis and Machin, 2000; James,
1993; Kelle, 2001; Thome, 1993; Valentine,
2000). Some of the key fmdings from these
writings are that children are acutely con-
cemed with their identity within groups. In
their peer cultures children work at con-
structing social relationships where they de-
fine themselves in relation to others. Fitting-
in is essential, yet a degree of individuality
is pursued (Ridge, 2002). It follows, that
children in their cultures continuously must
“...manage tensions between conformity
and individuality” (Valentine, 2000: 258).
Jenkins (1996) made the distinction be-
tween primary identity and secondary iden-
tity. Primary identity he argued, are those
identities established early in life such as
gender. These are more robust and less likely
to change. Secondary identities (e.g. pro-
fession), however, are generally established
later and therefore, more negotiable, less
fixed and more amenable to change. From
these distinctions it is conceivable that for
primary identities consumption may be used
to display or communicate existing identi-
ties. On the other hand, consumption may
be instrumental in constmcting new/exist-
ing secondary identities; e.g. that of being a
footballer.
Several authors within childhood studies
have presented the primary identity of gen-
der as one of the key identities for children
(e.g. Aydt and Corsaro, 2003; Corsaro, 1997;
James, 1993;Thome, 1993). In an extensive
study of gender in children’s cultures Thorne
(1993) argued that one major problem with
much of the literature on children and gen-
der is thc pre-fixed notion of girls and boys
as being separate and different. The conse-
quence, she argued, fails to take account of
the within-gender variations as well as the
impact of factors such as social class and
ethnicity. It follows that girls and boys are
not a group of people that fall into one of
two groups but have complex identities con-
structed through a range of factors -
including consumption.
Similarly emphasis is placed on the role
of age in the construction of identity (Kelle,
2001; Wærdahl, 2005). It is believed that
as they grow older children gain increased
autonomy and more power to make deci-
sions in matters affecting them. Therefore,
age is an important identity for children due
to its signalling value. Naturally, age is a
constantly changing identity, however, in the
short-term it is sufficiently stable to be an
important identity vis a vis adults as well as
other children.
In an extensive discussion on children
and their relationships James (1993: 104)
argued that the body is a key site of identity
construction for children. She stated that
“.. .relatively little critical attention has been
given to children’s own experience and un-
derstanding of the body as a signifier of
identity”. From her research James (1993)
suggested that there are five signifícant as-
pects of the body which are important in
children’s identity construction. These are
lieight, shape, appearance, gender and body
performance (e.g. how fast one can run). It
follows that children construct identities
through various physical and social dimen-
sions of who they perceive themselves and
others to be.