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Open Access Identiteitsontwikkeling in de Twilight saga

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Identity development in The Twilight Saga

This article interrogates the popular teen-targeted series The Twilight Saga, written by Stephenie Meyer, in light of theories on identity development. In adolescence, a transition period from childhood to adulthood, identity development dominates. Being an adolescent herself, main character Bella Swan can set an example to her adolescent readers on how to cope with fear of exploration and commitment in the development of their identities. An exploration of existing research on the saga shows that identity development as an analytical framework remains absent thus far. Using discourse analysis, the author examines the way Bella uses vampirism in the development of her identity, and comes to the conclusion the saga offers a main character that runs away from fear, instead of overcoming it. The possible consequences of such imaging are considered, after which an incentive to media educational intervention is given.
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Keywords: Twilight; adolescence; foreclosure; identity; literature

Document Type: Research Article

Affiliations: Email: [email protected]

Publication date: November 21, 2017

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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