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Critical Youth Studies Reader

Preface by Paul Willis

Edited By Awad Ibrahim and Shirley R. Steinberg

This book won the 2014 AESA (American Educational Studies Association) Critics Choice Award.

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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24 Learning Filipino Youth Identities: Positive Portrayals or Stifling Stereotypes?

← 291 | 292 →CHAPTER 24


Throughout their careers, identities can function as points of identification and attachment only because of their capacity to exclude, to leave out, to render ‘outside’, abjected. Every identity has at its ‘margin’, an excess, something more. (Hall, 1996, p. 5)

The inscription of the minority subject [lays] somewhere between the too visible and the not visible enough. (Bhabha, 1996, p. 56)


In 2010 the Philippines became Canada’s largest source of short- and long-term migrants, edging out both India and China (Sintos Coloma, McElhinny, Tungohan, Catungal, & Davidson, 2012). Similarly, in the United States, the Philippines has been the largest provider of occupational immigrants since the 1960s (Espiritu, 2001). Despite the growing and already substantial Filipino population within these two countries, the Filipino community has been described as “forgotten” (Espiritu, 2001), “lost” (Horn, 2007), and “disturbingly invisible” (Sintos Coloma et al., 2012). This tag of invisibility has been suggested in relation to the sparse representation in the media, history books, and public spheres such as the government.1 So if we see little and learn little about this growing population of Filipinos in Canada and the United States, in what spaces can we seek out representations of Filipina/o2 youth? How might these representations come to bear on the multiple identities of Filipino youth?

The edited collection in which this chapter sits is the ideal space to critically map out media representations and scholarly interrogations of Filipino youth. As researchers of, with, and/or for...

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