Preface by Paul Willis
Edited By Awad Ibrahim and Shirley R. Steinberg
This reader begins a conversation about the many aspects of critical youth studies. Chapters in this volume consider essential issues such as class, gender, sexuality, race, ethnicity, cultural capital, and schooling in creating a dialogue about and a conversation with youth. In a society that continues to devalue, demonize, and pathologize young women and men, leading names in the academy and youth communities argue that traditional studies of youth do not consider young people themselves. Engaging with today’s young adults in formal and informal pedagogical settings as an act of respect, social justice, and transgression creates a critical pedagogical path in which to establish a meaningful twenty-first century critical youth studies.
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- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2014. 564 pp., num. ill.
- About the editors
- About the book
- This eBook can be cited
- Foreword: Criticalizing Youth, Youth Criticalizing
- Critical Youth Studies: An Introduction
- Part I: Historical and Contemporary Epistemologies of Critical Youth Studies
- 1 Toward a Critical Theory of Youth
- 2 Theorizing Young Lives: Biography, Society, and Time
- 3 Historicizing Youth Studies
- 4 The Symbolism of Cool in Adolescence and Youth Culture
- 5 Becoming Revolutionaries: Toward Non-Teleological and Non-Normative Notions of Youth Growth
- 6 Youth: Multiple Connectivities, New Temporalities,and Early Nostalgia
- 7 An ‘Evolving Criticality’ in Youth and/or Student Voice in Schools in Hardening Neoliberal Times
- 8 Foot Soldiers of Modernity: The Dialectics of Cultural Consumption and the 21st Century School
- 9 No Bailouts for Youth: Broken Promises and Dashed Hopes
- Part II: Identities: A Métissage Between Indigeneity, LGBTQ, Whiteness, and Diaspora
- 10 Abandoning Pathologization: Conceptualizing Indigenous Youth Identity as Flowing from Communitarian Understandings
- 11 See Me, Hear Me: Engaging With Australian Aboriginal Youth and Their Lifeworlds
- 12 ‘It Gets Better’: Queer Youth and the History of the “Problem of the Homosexual” in Public Education
- 13 Cross-Cultural Reflections on Gender Diversity in the Earliest Stages of Youth Identity Formation
- 14 Moving an Anti-Bullying Stance Into Schools: Supporting the Identities of Transgender and Gender Variant Youth
- 15 Reading the Wallpaper: Disrupting Performances of Whiteness in the Blog, “Stuff White People Like”
- 16 Targeted by the Crosshairs: Student Voices on Colonialism, Racism,and Whiteness as Barriers to Educational Equity
- 17 Politics of Urban Diasporized Youth and Possibilities for Belonging
- 18 Conocimiento: Mixtec Youth sin fronteras
- 19 From Hijabi to Ho-jabi: Voguing the Hijab and the Politics Behind an Emerging Subculture
- Part III: Cultures: Navigating Media and Identities, Sports, Technology, and Music
- 20 Living Hyph-E-Nations: Marginalized Youth, Social Networking,and Third Spaces
- 21 A Fat Woman’s Story of Body-Image Politics and the Weighty Discourses of Magnification and Minimization
- 22 “Breaking” Stereotypes: How Are Youth With Disability Represented in Mainstream Media?
- 23 She’s the Man: Deconstructing the Gender and Sexuality Curriculum at “Hollywood High”
- 24 Learning Filipino Youth Identities: Positive Portrayals or Stifling Stereotypes?
- 25 Surprising Representations of Youth in Saved! and Loving Annabelle
- 26 “He Seemed Like Such a Nice Guy”: Youth, Intimate Partner Violence, and the Media
- 27 We Don’t Need Another Hero: Captaining in Youth Sport
- 28 Decolonizing Sport-Based Youth Development
- 29 Posthuman(ist) Youth: Control, Play, and Possibilities
- 30 Mediated Youth, Curriculum,and Cyberspace: Pivoting the In-Between
- 31 Why Is My Champion so “Hot”?: Gender Performance in the Online Video Game, League of Legends
- 32 Machinima: Gamers Start Playing Director
- 33 Hip Hop Pedagogies in/for Transformation of Youth Identities: A Pilot Project
- 34 Punk Rock, Hip Hop, and the Politics of Human Resistance: Reconstituting the Social Studies Through Critical Media Literacy
- 35 The Breaking (Street Dance) Cipher: A Shared Context for Knowledge Creation
- Part IV: Praxis: Pedagogies and Schooling, Kids not Talked About, and Activism
- 36 Redefining the Notion of Youth: Contextualizing the Possible for Transformative Youth Leadership
- 37 Cultural Studies of Youth Culture Aesthetics as Critical Aesthetic Education
- 38 “Too Young for the Marches but I Remember These Drums”: Recommended Pedagogies for Hip Hop–Based Education and Youth Studies
- 39 No Bystanders in Authentic Assessment: Critical Pedagogies for Youth Empowerment
- 40 Schools as Prisons: Normative Youth Pedagogies
- 41 Youth Writing: Rage Against the Machine
- 42 I hope I don’t see you tomorrow
- 43 Where Are the Mockingjays? The Commodification of Monstrous Children and Rebellion
- 44 Youth against the Wall
- 45 Reclaiming Our Public Spaces: Wall of Femmes as a Grassroots, Feminist,Social Action Project
- 46 From a Culture of Refusal to a Culture of Renewal: Criticalizing Muslim Youths’ Lives Through Calls to Collective Action
- 47 LGBTQ Youth and the Hidden Curriculum of Citizenship Education: A “Day of Silence” in a Suburban High School
- 48 Epistemology of Emancipation: Contemporary Student Movements and the Politics of Knowledge
- About the Contributors
Foreword: Criticalizing Youth, Youth Criticalizing
← xii | xiii →FOREWORD
A short foreword to lead into Awad’s introduction to the works of youth workers, teachers of youth, and youth. This book is our first large attempt to reach across disciplines and contexts to bring out those who wish a critical voice in our cultural and pedagogical work with, and for youth. The last phrase is key, for we hope to create a circumstance in which working with youth, becomes a transformative act facilitating empowerment, leadership, and self-efficacy.
When we assembled the book, we realized we had only begun to assemble the voices we want to hear. Starting from our own geographical and personal places, we reached out to scholars whose work reflected the critical and democratic youth work we sought. We acknowledge that much of this volume reflects work and scholarship with North American youth, predominantly English speaking. We acknowledge that for every chapter, there are dozens of chapters that must be written. We acknowledge that for every topic, we did not address many others: caregiver/parental relationships, preparation for youth workers, preparation for youth as workers, romance, wellness and health, and so many genres of culture. We attempted to begin a conversation on how to continue the conversation. This book is the opening sentence to the dialogues, confabs, parlays, tracks, spittin’, and yes, scholarship, pedagogy, and research into a field grounded in social justice which recognizes respects youth.
We invited youth poets to contribute to this work. These young men and women wrote their contributions in...
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