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.
Currency depends on your shipping address
- 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
32 Machinima: Gamers Start Playing Director
← 379 | 380 →CHAPTER 32
Despite early claims of being a short-lived fad, video games have proven they are here to stay. With revenues surpassing those of Hollywood box office receipts, the video game industry has emerged as a predominant fixture on our media landscape. As with previous new forms of media, the initial impulse has been to protect our children from the seemingly dangerous and addictive qualities of a medium we do not yet fully understand. Much of the rhetoric surrounding the dangers of video games (originating largely from the religious right and the various conservative watchdog groups) aims at categorically vilifying the medium as a threat to family values which celebrates violence and sex. The reality is that only 15 percent of games sold in the United States receive an M rating, which identifies a title as only suitable for ages 17 and older due to graphic violence or language.1 While games like Grand Theft Auto and Doom embody the high profile games that get covered by the media as cases of how violent video games have become, they actually represent only a fraction of the gaming market. The vast majority of video games being produced and sold look a lot more like Mario Kart and The Sims 2. So when we talk about video games, it is important to clarify that we cannot talk about them as a single form.
Refusing to adopt the popularly held opinions of video games as violent and addictive, media literacy scholars like Buckingham et...
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