Reconceptualising ‘mainstream’ youth


Book Description

Kniha se zabývá tématem, které v českém výzkumu mládeže představuje relativně opomíjenou oblast: mainstreamovou mládeží a spotřebou. Zjišťuje, do jaké míry koncept „mainstreamové mládeže“ poskytuje přínosný vhled pro pochopení vztahu mladých lidí ke společenské změně a jak by tento koncept obohatil budoucí výzkum mládeže v České republice. Zjištění založená na kvalitativní výzkumné studii zaměřené na význam spotřeby v každodenním životě „obyčejných“ mladých lidí zpochybňují ortodoxní reprezentaci pasivně konformního mainstreamu, která v současnosti dominuje v českém výzkumu mládeže. Paradox volby a aktivní konformity zvýznamňují přítomnost reflexivity a aktivního zapojování mladých lidí do pozdně moderní spotřebitelské kultury a společenského života. Tato kniha slouží jako doplnění i kritika trendu v současném českém akademickém výzkumu, jenž se zaměřuje spíše na marginalizované, spektakulární nebo extrémní skupiny a kultury mládeže.




Gauging the Value of Education for Disenfranchised Youth


Book Description

Disengagement of youth from schooling is an issue of significant national and international concern, and is a key driver of educational policy and reform that look to maximise school retention for the benefit of both students and the wider community. In Australia, Flexible Learning Options (FLOs) have arisen as a response to the premature disengagement from schooling of a sizeable number of Australian youth. FLOs attend to the educational, social and well-being needs of young people experiencing complex life circumstances, yet empirical evidence of their value to date has been largely anecdotal. The significance of this book lies in its innovative approach to gauging the value of FLOs—to young people themselves, as well as the wider Australian community. Drawing on past research and new findings from a national investigation, the authors provide novel insight into the pressures pushing young people out of schools and the mechanisms at work in FLOs to re-engage them in education. The varied contributions of this book elucidate many of the measurable impacts of FLOs on the life trajectories of disenfranchised youth, including improved economic integration, mental and emotional wellbeing, and myriad other outcomes. The significance of this project lies in its exploration of how young people and staff understand the transformative nature of the FLO experience, with an analysis that brings to light the wider value of this type of educational intervention in terms of long term community benefit.




1989: Young People and Social Change After the Fall of the Berlin Wall


Book Description

After the collapse of state socialism at the end of the 1980s, young people in Eastern Europe began to play a dramatically different role in society. Once cast as the vital, reinvigorating protagonists of the communist ideal, they emerged as promoters of democratisation and agents of a now hegemonic market system. Twenty years after the fall of the Berlin Wall in November 1989, an event symbolising both the lifting of the Iron Curtain and the end of the Cold War, an international seminar was held in Budapest to discuss how the opening of eastern European societies to western Europe and the world had changed the living conditions and experiences of young people growing up in the region. This collection of essays, based on this seminar, examines the circumstances of young people in eastern Europe before and after 1989 from a variety of angles: their transition to adulthood; their living conditions; the scope they have for social participation; the way in which they construct their identities and constitute and represent current social realities; their cultures and genders; and the interplay of continuities and discontinuities around this historic watershed. This book, which pays particularly close attention to the relationship between research, policy and practice, is an invaluable tool for anyone wishing to achieve a deeper understanding of young people in Eastern Europe today.




Reconceptualizing the Literacies in Adolescents' Lives


Book Description

Like previous editions, the third edition of Reconceptualizing the Literacies in Adolescents’ Lives invites middle- and high-school educators to move toward a broad, generative view of adolescent literacies. Recognizing that digital media, social networking phenomena are now central in adolescents’ lives, what is different is the focus in this edition on bridging students’ everyday literacies and subject matter learning. Four chapters from earlier editions serve as touchstone texts, honoring youth’s diverse experiences and illustrating how young people’s literacies are enacted, situated, and mediated in various locales; nine new chapters consider how these themes are lived in today’s schools and in the rapidly changing world outside of school This edition features heightened attention multimodal meaning construction, more discussion of practical implications of the ideas presented, and co-authored teacher commentaries at the end of each section. A Companion Website, new for this edition, facilitates practical application of the text’s key ideas, with discussion questions, and links to instructional activities, blogs, additional readings and viewings, and interactive web pages, and videos.




Reconceptualizing the Literacies in Adolescent's Lives


Book Description

Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectives--in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literacies--especially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated. The volume is structured around four main themes: * Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources; * Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities; * Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and * Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction. Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.










Reconceptualizing Education for Newcomer Students


Book Description

"Based on research in a newcomer school, the author examines undocumented educations-practices that fall outside of schools-to spark different ways for researchers, educators, and activists to think and study with recently immigrated youth"--




New Perspectives on Consumer Culture Theory and Research


Book Description

In the post-socialist countries, the subject of consumption has not received sufficient attention from the perspective of Consumer Culture Theory. The opinion has long prevailed among the majority of social scientists from this region that consumer society and consumptive behaviour is a socially destructive phenomenon and one of the main causes of problems in contemporary society. This impression has prevented them from scrutinizing the symbolic dimension of consumption and led them to a critical analysis of the social causes and environmental consequences of excessive consumption. The examination of symbolic aspects of consumer culture or the mutual interaction of culture and marketing communication, for example, have remained outside the realm of academic interest. The absence of comprehensive academic interest in the topic of consumer culture does not, however, mean that consumer culture is not a subject of research. Such research, instead, takes place outside of the sphere of the university in the commercial sector and is primarily focused on issues of how to successfully sell products and services. Due to competitive concerns, commercial research into consumer culture has led to the privatization of its results, which runs contrary to the ideal of science as an open and critical project. The goal of this book is to create a counterbalance to this “science in the shadows” and overcome the mutual distrust between the academic and commercial spheres and make possible the transfer of recent discoveries between the two parties. This publication is dedicated to the exploration of three areas of consumer culture: research on consumer culture and consumer behaviour in post-socialist countries (especially in the Czech Republic), new developments in the theory of consumer culture and innovative methodological approaches to its research and, finally, to recent criticism of consumer culture and consumerism. It emerged from the collaboration of a team of authors made up of leading European researchers in the field of consumer culture, such as Kate Soper (London Metropolitan University), Franz Liebl (Berlin University of the Arts) and Rainer Gries (University of Vienna), as well as promising young scholars from the Czech Republic, Great Britain, Sweden, Serbia, Poland and Portugal. This book will be of great interest to students and scholars of sociology, cultural studies, marketing and market research.




Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism


Book Description

The 2nd Edition of Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism honors the genius of Dr. Peter Mosenthal. His contributions to the field of literacy were unprecedented. Many described him as a superb researcher who never lost sight of the purpose of education. He made us laugh as he led us in a nursery rhyme song during his National Reading Conference (LRA) Presidential Address and made us think as he explained the significance of educational implications in all research articles. He also mentored and taught graduate students in gentle and carefully attentive ways, showing his respect and appreciation for the work of each individual in the field. He was a remarkable person. The second edition of this book includes many experienced and new scholars from around the world. Qualitative and quantitative research methodologies are scattered throughout and the practical and theoretical are well represented. New Literacies and Global Perspectives are added sections in this volume. In this era of the “Common Core”, Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism, presents a rational educational balance for literacy development across the curriculum.