In the passage, “The Waltz of Sociability: Intimacy, Dislocation and Friendship in a Quebec High School”, author Vered Amit-Talai discusses the usual occurrence of routine friendship on adolescence to adulthood in the Western culture. Amit-Talai takes a different approach than the anthropologists and sociologists in how they view the impermanence of friendship in young peer, their notion assumes that friendships are temporary in their nature and that their termination is natural in “life cycle development” (233), however, in the eyes of the author; increase in mobility, “socialization and class reproduction” (233) such as “self-fulfilling prophecy” (234) contribute to the key factors in the development of peer relations. Amit-Talai has decipher
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As the author justify her presumption, she concludes that due to social and geographical disjunction, leisure time, intimacy and cultural attitudes contribute to Amit-Talai’s presumption that adolescent friendships are ephemeral and reinforces the perception of Western relationships. The author also notes that during her study the adolescents are in a process of cognitive development and would most likely be conform by peers to the expectations of social norms, stress, institution and affiliations; at the same time this is when peer relationships are at their peak of importance for closure and …show more content…
Popular Western belief suggests that the organization of schools and learning programs (e.g. ESL) enables peers to congregate, socialize, and arrange events freely. Ironically, it is also in this system where the suppression of social development and peer groups exist, as social status and authority figure playing police. The author notes in her study that in order for an peer to move to the status of a “friend” (244), the intimacy of contacts and mutual disclose must be provided for the comfort of each other that school would not be able to teach, but the rise of norms and rumors in Royal Haven school could easily break such social relationships into an unpleasant emotional experience. Following the author’s third presumption, this teaches adolescents in their latter lives on how to make such relationships and how to maintain friendships, which is a developmental stage that adolescents play and experience hands on to get a feel of
As the author justify her presumption, she concludes that due to social and geographical disjunction, leisure time, intimacy and cultural attitudes contribute to Amit-Talai’s presumption that adolescent friendships are ephemeral and reinforces the perception of Western relationships. The author also notes that during her study the adolescents are in a process of cognitive development and would most likely be conform by peers to the expectations of social norms, stress, institution and affiliations; at the same time this is when peer relationships are at their peak of importance for closure and …show more content…
Popular Western belief suggests that the organization of schools and learning programs (e.g. ESL) enables peers to congregate, socialize, and arrange events freely. Ironically, it is also in this system where the suppression of social development and peer groups exist, as social status and authority figure playing police. The author notes in her study that in order for an peer to move to the status of a “friend” (244), the intimacy of contacts and mutual disclose must be provided for the comfort of each other that school would not be able to teach, but the rise of norms and rumors in Royal Haven school could easily break such social relationships into an unpleasant emotional experience. Following the author’s third presumption, this teaches adolescents in their latter lives on how to make such relationships and how to maintain friendships, which is a developmental stage that adolescents play and experience hands on to get a feel of