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1.
ABSTRACT

Scholars have called for ethnographers to reveal the emotional and controversial aspects of fieldwork. Through analysis of our fieldwork with teens in the United States and Japan, this article documents how we, two adult researchers, attempted to address adultism—a pervasive system of oppression that deems young people inferior. We discuss three types of encounters which we believe reflect how adultism operated in our fieldwork and the challenges related to de-stabilising it. The encounters revealed specific patterns and manifestations of adultism including 1) how adults regulated young people’s identities, 2) our assumptions about what rapport and reciprocity with youth meant, and 3) the dilemmas of whether or not to deploy adult power to intervene in youth dynamics we found to be troublesome. This article suggests that adult researchers reflexively examine and document challenging and unsettling moments with youth in fieldwork in order to interrupt and unlearn adultist behaviours and beliefs.  相似文献   

2.
While environmental action is recognized as an effective approach for developing young people’s capabilities as citizens and contributing to environmental improvements, little research has addressed how adults facilitate youth action projects. Environmental action involves a partnership among youth and adults characterized by shared decision-making. We sought insights into the adult experience of shared decision-making through phenomenological interviews with 33 educators facilitating youth environmental action in various non-formal and formal settings in the USA. Educators described experiencing tensions in sharing decision-making power, which we conceive of as a duality – two inseparable elements both contradictory and complementary that drive the dynamics of a system. The duality consists of youth autonomy and adult authority, which stems not only from formally vested decision-making power but also adults’ experience and wisdom. Educators navigated this duality through diverse approaches to structuring youth participation, supporting youth, valuing mutual learning, and communicating transparently to develop equitable relationships.  相似文献   

3.
Abstract

Within the EU, answers and responses to detected issues and problems facing young people are regularly searched for within and through education and learning. The EU’s Structured Dialogue on youth is one of the consultation-based policy processes where education is often suggested as a solution and a highly relevant field of action helping to improve youth’s status and life. Using Foucauldian discourse analysis, this paper examines discourse about education present in selected policy texts and statements of various stakeholders and individuals active within the EU’s Structured Dialogue on youth. As an example, the first two phases of the fifth cycle of that dialogue are considered and examined, exploring perceptions of the dialogue and education and their role. The paper aims to explore the underlying political rationalities of education via which the field is governed and programmable realities created, while young people’s specific role and conduct is suggested and framed.  相似文献   

4.
Maltreated youth have higher rates of school dropout than their non-maltreated peers. School connectedness is a modifiable predictor of school success. We hypothesized maltreated youth’s school connectedness (supportive relationships with adults at school and participation in school clubs) would be positively associated with high school graduation. We included youth with at least one Child Protective Services (CPS) report by age twelve from Longitudinal Studies of Child Abuse and Neglect, a prospective cohort study. Participation in extracurricular activities and adult relationships reported at age 16, high school graduation/General Education Development (GED) status reported at age 18, and demographics were provided by youth and caregivers. Maltreatment data were coded from CPS records. The outcome was graduation/receipt of GED. Multivariable logistic regressions examined the association between school connectedness and graduation/receipt of GED, controlling for confounders. In our sample of 318 maltreated youth, 73.3% graduated. School club was the only activity with a statistically significant association with graduation in bivariate analysis. Having supportive relationships with an adult at school was not significantly associated with graduation, though only 10.7% of youth reported this relationship. Maltreated youth who participated in school clubs had 2.54 times the odds of graduating, adjusted for study site, gender, poverty status, caregiver high school graduation status, and age at first CPS report (95% CI: [1.02, 6.33]). Few maltreated youth reported relationships with adults at school, and additional efforts may be needed to support these vulnerable youth. School club participation may represent an opportunity to modify maltreated youth’s risk for school dropout.  相似文献   

5.
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6.
This paper rethinks education’s reliance on knowing who queer and trans youth are. It suggests that both desires to ‘know’ who youth are and the processes by which curriculum, policy, and scholarship come to know what is thought to be known about youth flattens and diminishes youths’ life experiences and what they might be/come. By examining the ideas that are thought to be known about queer and trans youth, the paper explores how these ideas tend to excise the specifics of youths’ lives, particularly along racial lines. Moreover, this paper considers how queer and trans adults’ desires to place queer and trans youth within historical lineages, present-day conundrums, and future imaginings limits youths’ own explorations and determinations of their own gendered and sexual presentations, expressions, and identities. In total, this paper asks: how might we get to unknow queer and trans youth?  相似文献   

7.
ABSTRACT

Notions of place-making assume that individuals and groups of people have legitimate ‘rights to the city.’ This paper unsettles these notions to incorporate the politically and legally tenuous relationships African-American and Immigrant youth have to their cities. We describe a community-based digital STEAM curriculum called Mobile City Science that invited youth to engage in place-making efforts using mobile and location-aware technologies. The design study relied on a contradiction that is fundamental to youth place-making in an era of white nationalism: for African-American and Immigrant youth to engage power structures in community development processes, they had to engage in a series of dis-placements that removed them from embodied experiences and in-location perceptions of their communities. Self-censoring, witnessing, historicizing, and re-veiwing were all examples of dis-placements youth enacted to speak truth to power with digital and mobile tools.  相似文献   

8.
ABSTRACT

This article explores the discourse practices of an Indigenous, community-based charter school and its efforts to create space for Indigenous both/and identities across rural–urban divides. The ethnographic portrait of Urban Native Middle School (UNMS) analyzes the discourse of making ‘a space for you’, which brings together rural and urban youth to braid binary constructs such as Indigenous and western knowledge, into a discourse of Indigenous persistence constraining contexts of schooling. We use the concept of ‘reterritorialization’ to discuss the significance of UNMS’s community effort to create a transformative space and place of educational opportunity with youth. The local efforts of this small community to reterritorialize schooling were ultimately weakened under the one-size-fits-all accountability metrics of No Child Left Behind policy. This ethnographic analysis ‘talks back’ to static definitions of identity, space and learning outcomes which fail to recognize the dynamic and diverse interests of Indigenous communities across rural – urban landscapes.  相似文献   

9.
Abstract

This article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. The article adopts a Cultural Political Economy perspective to examine LLL policy discourses contained in 12 policy documents published by the SG during the period between the Scottish National Party’s arrival in power and the Independence Referendum (2007–2014). The analysis draws attention to the fact that the GFC has been used by the SG to legitimize selective cuts to the further education sector as well as a stronger labour market orientation within LLL provision.  相似文献   

10.
School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of ‘social violence’. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a ‘social violence’ approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term ‘violence’ in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces.  相似文献   

11.
A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions, because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation—protest—in the context of communities affected by fracking and associated anti-fracking protest, and discuss the implications of these representations for education. Drawing on focus groups with 121 young people (aged 15–19) in five schools and colleges near sites which have experienced anti-fracking protest in England and Northern Ireland, we find young people well-informed about avenues for formal and non-formal political participation against a background of disillusionment with formal political processes and varying levels of support for protest. We find representations of protest as disruptive, divisive, extreme, less desirable than other forms of participation and ineffective in bringing about change but effective in awareness-raising. These representations are challenging, not least because the way protest is interpreted is critical to the way people think and act in the world. These representations of environmental protest must be challenged through formal education in order to safeguard the UN Convention on the Rights of the Child and ensure that the spirit of Article 11 of the UK Human Rights Act is protected.  相似文献   

12.
Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’s Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts.  相似文献   

13.
Abstract

Faculty are key to bringing about ‘bottom-up’ change for sustainability education. Yet, research is still needed on the backgrounds and experiences of change agents in universities and the challenges they face. This study focuses on the marketing discipline, a field fraught with epistemological tensions in seeking to integrate sustainability, mainly revolving around profit maximisation and continuous consumption while living on a planet with finite resources. Semi-structured interviews were conducted with sustainability marketing academics in Australasia, Europe and North America. The contribution of this paper lies in the development of a sustainability educator typology linking why and how integration occurs. The sustainability ‘transformer’ wishes to engage in transformational learning, changing student mindsets, the ‘thinker’ wants to encourage critical thinking to bring about the discussion of worldviews, while the ‘actioner’ hopes ‘learning by doing’ (community projects) will provide an appreciation for sustainability. We discuss implications for those disciplines which struggle with philosophical tensions and colleague resistance to the integration of sustainability in the form of suggestions for professional development (i.e. creation of positive nature experiences) and pedagogical approaches (critical, transformative and community-service learning).  相似文献   

14.
BackgroundPreliminary evidence suggests that sexual minority (e.g. lesbian, gay, bisexual, and same-sex attracted) youth are overrepresented in child welfare services. Yet, no study to date has been able to test this hypothesis with national data.ObjectiveUsing a two-study design, we test whether sexual minority youth are overrepresented in child welfare, foster care, and out-of-home placement using nationally representative data from the United States.Participants and settingStudy 1 data are from the National Longitudinal Study of Adolescent to Adult Health (n = 14,154; Mean age = 15.4). Study 2 data are from wave three of the National Survey of Child and Adolescent Well-Being II (n = 1309; Mean age = 15.0).MethodsFor Study 1, we use adjusted logistic regression models to test differences in lifetime foster care involvement between sexual minority and heterosexual youth. In Study 2, we calculate a Disproportionality Representation Index (DRI) – a ratio of sample prevalence relative to the general population – to estimate whether sexual minority youth were overrepresented in child welfare and out-of-home care.ResultsStudy 1 results indicate that sexual minority youth are nearly 2.5 times as likely as heterosexual youth to experience foster care placement (aOR = 2.43, 95% CI 1.40, 4.21, p = .002). Results from Study 2 show that sexual minority youth were largely overrepresented in child welfare services (DRI = 1.95–2.48) and out-of-home placement (DRI = 3.69–4.68).ConclusionsFindings are the first to demonstrate sexual minority youth’s overrepresentation in child welfare, foster care, and out-of-home placement using nationally representative data and emphasizes the need for focused research on sexual minority youth involved in the child welfare system.  相似文献   

15.
ABSTRACT

There is a growing trend toward specialization in American youth sport, evident in the number of elite youth competitions and position statements from major medical organizations. Despite growing interest on this topic for kinesiology professionals within higher education, there is a dearth in research regarding the relationship between specialization and athlete health outcomes, especially psychosocial outcomes. This critical review describes specialization theory and the limited extant research on the costs and benefits of single-sport specialization. Topics include: (a) the proposed benefits of specialization from the performance perspective; (b) early specialization and alternative sport participation pathways; (c) the posited psychosocial and physical health risks of sport specialization; (d) ethical concerns; and (e) methodological issues and recommendations for future research. Deeper understanding of the costs and benefits of sport specialization has significant practical implications for youth athletes’ performance and well-being and for other relevant stakeholders in the youth sport system.  相似文献   

16.
Although critiqued for circular reasoning and lack of definitional and analytic clarity, social capital has garnered widespread interest in two areas relevant to environmental education (EE): the impact of family and community-level social capital on positive youth development and of community-level social capital in fostering collective action to manage natural resources. Although EE is normally considered for its value relative to environmental outcomes or natural capital, intergenerational, community, and other approaches to EE may also foster social capital. Drawing on Putnam’s definition of social capital, which emphasizes civic engagement, we developed and tested for reliability a survey to measure cognitive and structural attributes of social capital among youth. We conclude that although several attributes of our instrument are useful for use with youth aged 10–18 years in EE contexts, much more work needs to be done on conceptualizing and developing measures of social capital that are relevant to EE. Further, we suggest that social capital presents a framework for how EE programs can bring youth and adults together to create the conditions that enable collective action, as a complement to ongoing work in EE focusing on individual behaviors.  相似文献   

17.
Abstract

At first glance a Russian anarchist’s revolutionary address to the youth of his day made in the late 19th century and the address to youth made by a contemporary French philosopher may appear to have little in common as their context and era are ostensibly very different. How would Petr Kropotkin’s address be understood in our time? Are Kropotkin’s concerns the same as those raised by Bernard Stiegler? Could Kropotkin speak of universal concerns, a sense of elevation and sublimation not governed, undermined or circumvented by digital relations, calculation or algorithmic determination? I find a mutual concern with the coming into maturity of youth, but, I am concerned that as we are passing through an epochal and revolutionary transformation driven by digital and cognitive capitalism and in our toxic and crisis-ridden milieu, Kropotkin’s rhetoric would inevitably fall on deaf ears? Is his rhetoric on revolution anachronistic? How would his rhetoric be crafted for a youth seemingly indifferent to the plight of fellow brethren? Is it conceivable that the humanist-inflected prospects of youth so vaunted by Kropotkin have now been devastated by the inhuman and nihilistic tendencies of the so-called miscreant, ‘blank generation’ as described by Stiegler? True, while it is difficult to calibrate the vision of youth affirmed in Kropotkin with the fear of youth in Stiegler, and, despite differences in episteme, tradition and political orientation, both thinkers I think are concerned with the trials and tribulations of youth and both hold out the prospect of the not-yet of youth, of the coming into being of the maturity of youth, of Aufklärung. It is this shared focus I wish to examine further.  相似文献   

18.
ABSTRACT

This paper focuses on the educative role of the farm in the development of relationships between young people and the homeplace they grew up on. The paper is based on qualitative interviews with a cohort of 30 Irish university students (15 men and 15 women) brought up on Irish family farms who would not become full-time farmers. The farm acts as an educational tool through which broader cultural and familial norms of land ownership, succession and affiliations with the land are transmitted to the next generation. This is manifested through, for example, the creation of foundational stories about their forebearers’ influence on the physical appearance of the farm. The resulting place attachments are of profound depth and serve a key role in the succession process in helping to build a sense of duty and responsibilisation into the next generation’s relationship with the landholding.  相似文献   

19.
Abstract

Photovoice, a Participatory Action Research method developed by Wang and Burris, has gained popularity as a pedagogical tool to engage youth with environmental, sustainability, and conservation issues. Influenced by Paulo Freire’s critical pedagogy, feminist theory, and documentary photography, photovoice supports reflection about place, critical dialogue about community issues, and social change by reaching policymakers. Some scholars have modified the method and applied varying frameworks to increase relevance for diverse participants. However, adaptation also may lose the original tenets. Through a scoping review, this study examined methodological applications to science, conservation, and sustainability education and whether emerging approaches align with Wang and Burris’ original goals. The scoping review identified and analyzed four applications of photovoice: i) place as pedagogy, ii) conservation and sustainability, iii) STEM teaching; and iv) decolonizing education. Current scholarship shows promise for photovoice in environmental education applications to support participatory, diverse, and equitable educational settings, but some projects would benefit from more explicit attention to the original emancipatory intents of the method.  相似文献   

20.
Abstract

The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in Confucius' time and with direct relevance to Confucian person-making education. Second, it moves on to Roger Ames’ unpacking of tianrenheyi as hospitalized in a ‘correlative cosmology’ and ‘Confucian relational personhood’ to help us re-understand Confucian ‘person’ as being relational. Finally, it shows how these re-invoked philosophical–ethical–cosmological theses expose a ‘foundational individualism’ which grounds and confines current educational thinking to an anthropocentric (dis)ordering. As an alternative, this article calls for a productive symbiotic conjoining between humans and their cultural–natural environs toward nurturing today’s youth into ecologically literate, responsible, and responsive co-beings.  相似文献   

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