Youth cultures,activism and agency: revisiting feminist debates

Following the invitation issued by the London Feminist Salon Collective in the pages of Gender and Education, this paper offers further theoretical suggestions for understanding agency. Based on an ethnographic study with young people engaged in activist politics, I offer a conception of agency that is at its core relational. I build this theoretical contribution upon a lineage of feminist theorising about the nature of agency, which began in debates about poststructuralism/postmodernism but have since moved to incorporate Pierre Bourdieu's cultural sociological approach. I suggest that while previous theorising has been enormously important for yielding insights into the possibilities for agency, it has not adequately accounted for the everyday means by which agency takes place. My empirical work highlights one of the modalities through which young people come to take political action – that is, through relational processes. I suggest that such an understanding about agency can further illuminate the means by which progressive and feminist goals might be reached.     

Youth and the critical agenda: Negotiating contradictory discourses

Syllabus and policy documents in many states and countries around the world, and more specifically in Queensland are underpinned by an emancipatory agenda, in particular the principles of social justice. Educators are called upon to achieve this through a pedagogy which is immersed in the language of critical theory.     

Race-related service and faculty of color: Conceptualizing critical agency in academe

Based on a qualitative study of sixteen faculty of color at aprivate research university, this article argues that service,though significantly presenting obstacles to the promotion andretention of faculty of color, actually may set the stage fora critical agency that resists and redefines academic structuresthat hinder faculty success. The construct of `service,' therefore,presents the opportunity for theorizing the interplay of humanagency and social structures. The article suggests that facultymay seek to redefine oppressive structures through service, thus,exercising an agency that emerges from the very structures thatconstrain it. Faculty of color, in particular, may engage inservice to promote the success of racial minorities in the academyand elsewhere. Thus, service, especially that which seeks tofurther social justice, contributes to the redefinition of theacademy and society at large.     

Framing equity through a closer examination of critical science agency

Cultural Studies of Science Education - Science for all has been touted as the primary path to equity in science education in the USA. We argue that without attention to the power imbalances that...     

“佛系青年”文化现象透视

"佛系青年"文化现象日渐成为一个社会焦点和热点,值得我们分析、研究、探索与反思。通过阐释"佛系青年"文化现象之表征,深刻探究"佛系青年"文化现象之生成逻辑,提出我们需要辩证地理解该文化现象,珍惜行进中的中国,放飞青春梦想,辨证看待"慢就业"。     

Youth Wages: A Note 1

Abstract

The record levels of youth unemployment experienced in recent years has led to a number of theories being advanced to explain this phenomena. Onesuch theory claims that youth labour is too expensive to employ; young people have priced the mselves out of a job. Young people are seen as unwilling to work for the wages employers can afford to pay. This note using data from two longitudinal surveys of the labour market experiences of young people seeks to challenge this view, and shows that the wages young people expect to earn and are prepared to work for in their first job are appreciably below actual earnings of young workers.

     

遮蔽与敞现:次元青年群像视窗

通过时间轴和空间轴两个维度进行次元青年的群像梳理,挖掘三代次元青年时代标签、次元习性和核心特质.运用认知窗口工具可探知次元青年的交往面具、情感面具、精神面具和潜能面具.对应四种面具的遮蔽性,结合次元壁的连通作用,敞现次元青年的群像图景.通过新次元青年群体的优势驱力,打开青年工作视窗以促进新时代次元青年群体涌现创新创造力量.     

The critical, relational practice of instructional design in higher education: an emerging model of change agency

This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.

父母参与、未来信心与青少年发展——本地和流动青少年的对比分析

探索影响青少年全面发展的因素具有重要的学术和现实意义.本研究基于科尔曼的社会资本理论,使用似不相关回归(SUR)分析父母参与对本地和流动青少年认知能力、心理和行为问题的影响.研究发现:第一,亲子沟通、父母监督和家校联系显著影响青少年发展,家庭间联系的影响并不显著.第二,亲子沟通和家校联系对本地和流动青少年的影响存在差异.第三,父母参与可以通过改变子女和父母的未来信心间接影响青少年发展.因此,应充分发挥学校在父母参与中的指导作用;同时,向弱势家庭尤其是流动家庭提供教育补偿计划,并努力完善配套改革以提升青少年和父母的未来信心.     

父母参与、未来信心与青少年发展——本地和流动青少年的对比分析

探索影响青少年全面发展的因素具有重要的学术和现实意义.本研究基于科尔曼的社会资本理论,使用似不相关回归(SUR)分析父母参与对本地和流动青少年认知能力、心理和行为问题的影响.研究发现:第一,亲子沟通、父母监督和家校联系显著影响青少年发展,家庭间联系的影响并不显著.第二,亲子沟通和家校联系对本地和流动青少年的影响存在差异.第三,父母参与可以通过改变子女和父母的未来信心间接影响青少年发展.因此,应充分发挥学校在父母参与中的指导作用;同时,向弱势家庭尤其是流动家庭提供教育补偿计划,并努力完善配套改革以提升青少年和父母的未来信心.     

Context and agency: complementarity and interactivity

In the article ‘Factors predicting online university students’ use of a mobile learning management system (m-LMS)’, Joo, Kim and Kim (Educ Technol Res Dev 64:611–30, 2016) explain actual usage of a mobile learning management system by looking at continuance intention, satisfaction, perceived usefulness, perceived ease of use and expectation confirmation. Perceived usefulness seems to play a pivotal role. In this reaction, it is argued that their study can be approached from to complementary and interacting perspectives: context and agency.

     

Southern-European signposts for critical popular adult education: Italy,Portugal and Spain

This paper focuses on three Southern European countries, Italy, Portugal and Spain, to explore examples of projects that provide signposts for a critical popular education that contributes to an ongoing democratic process – one whereby citizens are developed as social actors and members of a collectivity rather than simply passive producers/consumers. This approach would serve as an alternative to the traditional ‘top-down’ and current hegemonic economy-oriented discourses. In so doing, the paper seeks to redress an imbalance in the English language adult education and learning literature that often overlooks alternative discourses to the mainstream on and from this part of the world.     

反思教学模式在成人教育中的应用

反思教学近年来在欧美教育界备受重视,在我国也正在被广大教师所熟悉。本文以成人教育中学生的学习心理特征及学习条件为基础,从反思教学理论出发,结合教学过程中的动力学说,以现代信息技术作为辅助手段,提出了一种注重培养学生情感态度的成人教育反思教学模式。在成人教育中运用该模式,会激励师生双方更好地完成自己的任务,使学生得到知识技能和态度情感的双重提高。     

对"大和"文化的一点认识

世界各地的文化相互依存、相互影响、相互渗透，大和文化正是这种文化连续性的突出表现。本文通过对历史的回顾与研究。对日本民族的研究。概括性地阐述了自己对大和文化的认识。     

Psychological knowledge for teaching critical thinking: the agency of epistemic activity,metacognitive regulative behaviour and (student-centred) learning

This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, Case Study Research in Educational Settings, 1999), the singularity of one tutor’s reported pedagogical practice was explored through focus-group discussion. Qualitative analysis of the data, theoretically informed by phenomenography, suggested that the tutor’s reported practice, when compared with that of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning. It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking —as outlined in the first part of this paper—is a prerequisite for constructing domain-specific pedagogical intentions for developing learners’ critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates the risk of educationally important aspects of learning being overlooked. (De Corte, Learning and Instruction 10:249–266, 2000).     

Manufacturing and Production Technician Youth Apprenticeship Program: A Partnership

For 3 years, a university, a public secondary school, and a manufacturing company have been collaborating in offering an alternative education program to juniors and seniors who are not expected to graduate. The program takes place at the manufacturing site where students who are youth apprentices spend about 20 hr each week in work and another 20 hr in the classroom at the site-all at pay. After 2 successful calendar years in this competency-based program, youth apprentices earn a high school diploma. They are graduating from this program with useful skills, improved behavior, and academic qualifications for higher education. The Youth Apprenticeship (YA) Program meets the manufacturer's demand for skilled high school graduates in a rural area where such candidates are scarce. The program also provides the university with an alternative field site for preparing teachers and conducting research while rendering valuable services in areas of curriculum. Most important, the YA Program adds educational options for the apprentices themselves. The program has been recognized regionally and nationally for its design and effectiveness.     

Empowering Marginalized Youth: A Self‐Transformative Intervention for Promoting Positive Youth Development

This article reports the results of a positive youth development (PYD) intervention for adolescents in alternative high schools (209 African American and Hispanic American adolescents, aged 14–18; 118 females and 91 males). The intervention was guided by a self‐transformative model of PYD (Eichas, Meca, Montgomery, & Kurtines, 2014). This model proposes that the actions youth take to define themselves function as active ingredients in positive development over the life course. Consistent with the self‐transformative model, results provided support for direct or mediated intervention effects on the self‐transformative processes of self‐construction and self‐discovery, life goal development, identity synthesis, and internalizing problems. The findings illustrate the utility of using a self‐transformative approach to PYD in work with marginalized youth populations.     

Demonstrator influence on observer diet preference: Analyses of critical social interactions and olfactory signals

Previous studies have shown that interaction of an observer rat with a previously fed conspecific demonstrator enhances the observer’s subsequent preference for the diet its demonstrator ate. The present series of experiments were undertaken to explore both the conditions sufficient to permit demonstrator influence on observer diet preference and the behavioral processes underlying such influence. We found (1) that an observer rat can be influenced in its subsequent diet selection by interaction for as little as 2 min with a demonstrator, (2) that during such brief interactions mouth-to-mouth contact between demonstrator and observer is necessary for demonstrator influence on observer diet preference, (3) that both cues emerging from the digestive tract of a rat fed by intragastric intubation and particles of food clinging to the fur of a demonstrator are sufficient to permit observers to identify their respective demonstrators’ diets, (4) that exposure to a diet is effective in enhancing an observer’s subsequent preference for that diet only if the diet is experienced in the presence of another rat, and (5) that diets experienced on the anterior of a live rat are more effective in altering observers’ subsequent diet preferences than the same diets experienced either on the anterior of a dead rat or the posterior of a live one.     

Complexity and Educational Research: A critical reflection

Judgements concerning proper or appropriate educational endeavour, methods of investigation and philosophising about education necessarily implicate perspectives, values, assumptions and beliefs. In recent years ideas from the complexity sciences have been utilised in many domains including psychology, economics, architecture, social science and education. This paper addresses questions concerning the appropriateness of utilising complexity science in educational research as well as issues relating to the ways in which complexity might be engaged. I suggest that, just like all human endeavour, approaches to research emerge out of discursive communities and can be understood as self‐organising, dynamic and emergent over time. In this formulation, complexity represents one such newly emergent approach. I argue that it is important that researchers partake in critical and reflective discourse about the nature of education and conceptual frameworks, as well as about impacts and legacies of utilising complexity, so as to participate in and influence the ongoing emergence of educational endeavour. I conclude by suggesting a series of caveats for researchers considering using complexity in educational research.