Preface by Paul Willis
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.
About the Contributors
← 556 | 557 →About the Contributors
Saba Alvi has a doctorate in Education, with a specialization in society, culture and literacies. Her research interests include cultural studies, anti-racism, issues affecting Muslim youth, representation and pubic pedagogies. Her current research explores how youth subcultures use fashion to inform identity.
Tasha Ausman is a doctoral student in Education at the University of Ottawa and a full-time high school teacher with Western Quebec School Board in Gatineau, Quebec. Her research areas include curriculum theory, popular culture, films, and postcolonial studies.
Jon Austin is associate professor and director of research in the Centre for Australian Indigenous Knowledges at the University of Southern Queensland. A former early childhood teacher, his work centers on anti-racist and critical pedagogies and whiteness studies in teacher education. His focus of work at present is on indigenous ways of knowing and indigenous research methods. He is the senior editor of Taboo: The Journal of Culture and Education.
Susan Beierling is a doctoral student in Education at the University of Calgary. Turning a life-long struggle with body image into an academic journey, Susan is interested in areas such as hermeneutics, interpretive inquiry, guided conversations, critical and interpretive theories, body image, identity and belonging.
Brett Elizabeth Blake is professor in the department of curriculum and instruction at St. John’s University in Queens, NY, where she also is a senior research fellow for the Vincentian Center for Social Justice and Poverty. Brett has written several articles and books that highlight the...
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