Life trajectories of youth committing to climate activism

This article draws from a study investigating the life trajectories of 17 youth climate activists from 14 countries through semi-structured, life memory interviews using Internet-based methods. The interpretations of the interviews focus on the ways in which participants constructed the meanings and functions of experiences and how they represented the nature of the process of their committing to climate activism. Included in the interpretations are the nature of moments of consciously committing, the role of both concern for nature and for social justice, the dynamic and ceaseless process of committing, and the role of the youth climate movement. The discussion highlights the uniqueness of youth and of climate change in the process of committing. The research contributes to the limited but important literature on the life trajectories of youth climate activists.     

“Drag Me to the Asylum”: Disguising and Asserting Identities in an Urban School

In many inner-city high schools, students face violence on a regular basis. Authorities contain and curtail the use of weapons and other acts that threaten the individual and the functioning of the institution. These attempts to create a safe environment separate students, who are largely black working class and poor, into criminal and noncriminal categories, creating a labeling system that denies complex individuality. In this article, I demonstrate how teens reaffirmed and subverted harmless/dangerous labels by disguising themselves and creating personas through the use of clothing, graffiti, and poetry. These forms of communication allowed them to achieve anonymity, assert violent identities, and resist dehumanization. Ultimately, I analyze how poetry became a means to explore individual interests, fears, and fantasies. Through personification and metaphor, students articulated and elided psychological and physical constraints despite the monolithic labels of school. Their work often conveyed a subtlety that subverted institutional categories that otherwise reduced them to a single identity. Drag Me to the Asylum emerged from research conducted in and outside a large urban high school. From 1992 until 1997, I collected student poetry, listened to the stories of students and school staff, and taped over 100 hours of unstructured interviews with students and teachers.     

Pre-service educators and anti-oppressive pedagogy: interrupting and challenging LGBTQ oppression in schools

There are increasing calls for pre-service educators to be responsive and responsible for anti-homophobic education. This research builds on the ongoing efforts to integrate Positive Space training in our two-year Bachelor of Education programme. We found through a series of focus group and individual interviews that pre-service teachers were aware of Lesbian, Gay, Bisexual, Transgendered, and Queering/Questioning (LGBTQ) oppression, witnessed it in schools, employed a range of strategies, but also experienced challenges due to power dynamics in schools, and may not have recognised the power of their interruptions. Our findings suggest that Positive Space training is valuable and necessary and needs to continue to be explicitly embedded in core courses so that all pre-service teachers, regardless of their discipline, develop the skills and attitudes necessary to be advocates for LGBTQ individuals.     

浅谈青少年的思想品德教育

本针对青少年思想品德育教育中存在的问题，总结出两个方面的主要原因：第一，在应试教育中，德育被严重忽视，第二，在素质教育中，对德育的认识产生了偏差，。围绕这一主题，例举典型实例并进行简要分析，最后就德育工作中应该注意的的问题提出了几点建议。     

论邓小平理论的青年观

以邓小平理论青年观为指导,对青年思想教育工作从四项基本原则、科学理论、爱国主义、现实国情等方面加以教育引导,可以帮助青年在改革的时代树立正确的世界观和人生观。     

Teachers’ racialised habitus in school knowledge construction: a Bourdieusian analysis of social inequality beyond class

This article examines the school experiences of Chinese Canadian youth, a population often ignored by the academy under the model minority discourse. Drawing on Bourdieu’s theoretical insights, I raise and discuss the concept of teachers’ racialised habitus. I explore how teachers’ racialised habitus structures their practices of knowledge construction via formal and hidden curricula, and how it consequently affects Chinese Canadian youth’s identity construction. I argue that habitus, as an important theoretical tool that links the social and the individual as well as past, present and future, can also be used to study other forms of social inequality beyond class. This article makes both theoretical and empirical contributions to the research on habitus by highlighting teachers’ racialised habitus in relation to the perpetuation of racism in the educational field.     

The farm as an educative tool in the development of place attachments among Irish farm youth

ABSTRACT

This paper focuses on the educative role of the farm in the development of relationships between young people and the homeplace they grew up on. The paper is based on qualitative interviews with a cohort of 30 Irish university students (15 men and 15 women) brought up on Irish family farms who would not become full-time farmers. The farm acts as an educational tool through which broader cultural and familial norms of land ownership, succession and affiliations with the land are transmitted to the next generation. This is manifested through, for example, the creation of foundational stories about their forebearers’ influence on the physical appearance of the farm. The resulting place attachments are of profound depth and serve a key role in the succession process in helping to build a sense of duty and responsibilisation into the next generation’s relationship with the landholding.     

On entrepreneurial education: dilemmas and tensions in nonformal learning

This paper revisits the current policy assumptions on youth entrepreneurship and their possible implications on entrepreneurial learning in nonformal settings. Based on secondary literature analysis, it interrogates the nonformal learning practices that promote entrepreneurship and calls for entrepreneurial learning to incorporate higher awareness of the social challenges that apply to young entrepreneurs. It is argued that the situation of young entrepreneurs is very much dependent on the local ‘regime’ of youth policy-making and reflects an overall social and political thinking on the role and status of young people.     

论对青少年的生命教育

屡屡发生的青少年自杀、凶杀等事件给学校、社会和家庭带来了严重的负面影响.开展对青少年的生命教育,可以完善青少年的主体发展,也可以给预防青少年自杀、犯罪工作提供一些有益的思路.     

日本青年国际志愿组织管理机制分析

青年海外协力队是日本国内规模最大、公信力最高的青年国际志愿者派遣组织,是日本政府对发展中国家和地区实行政府开发援助的形式之一。机构管理的官方化、招募和培训机制的专业化和精细化以及保障机制的人性化,是有力推动日本青年国际志愿服务事业发展的关键因素。