Studying Urban Youth Culture Primer

This book provides a concise introduction to the practical and theoretical complexities of studying urban youth culture today. Looking across disciplines such as anthropology, sociology, and education, Dimitriadis explores the ways urban youth have been framed - in often limiting and problematic ways - in the popular and academic imagination. Moving beyond critique alone, this highly accessible primer opens a discussion about what a truly powerful, emergent field of critical youth studies might look like. Looking toward the future of this field, this book discusses the most important methodological and substantive trends and issues scholars will be addressing now and in the years to come. The Studying Urban Youth Culture Primer is an indispensable text for students in a range of qualitative methods and urban education courses.

This book explores the rich intersection between faith, religion and performing arts in culture-based youth groups. The co-constitutive identity-building work of music, performance, and drama for Samoan and Sudanese youth in church contexts has given rise to new considerations of diversity, cultural identity and the religious practices and rituals that inform them. For these young people, their culture-specific churches provide a safe if "imagined community" (Anderson, 2006) in which they can express these emerging identities, which move beyond simple framings like "multicultural" to explicitly include faith practices. These identities emerge in combination with popular cultural art forms like hip hop, R-&-B and gospel music traditions, and performance influences drawn from American, British and European popular cultural forms (including fashion, reality television, social media, gaming, and online video-sharing). The book also examines the ways in which diasporic experiences are reshaping these cultural and gendered identities and locations.

Springfield. Columbine. Sandy Hook. Each school shooting in the United States is followed by a series of questions. Why does this happen? Who are the shooters? How can this be prevented? Along with parents, school officials, media outlets, and scholars, popular culture has also attempted to respond to these questions through a variety of fictional portrayals of rampage violence. Rampage Violence Narratives: What Fictional Accounts of Rampage Violence Say about the Future of America’s Youth offers a detailed look at the state of youth identity in American cultural representations of youth violence through an extended analysis of over forty primary sources of fictional narratives of urban and suburban/rural school violence. Representations of suburban and rural school shootings that are modeled after real-life events serve to shape popular understandings of the relationship between education and American identity, the liminal space between childhood and adulthood, and the centrality of white heterosexual masculinity to definitions of social and political success in the United States. Through a series of "case studies" that offer in-depth examinations of fictional depictions of school shootings in film and literature, it becomes clear that these stories are representative of a larger social narrative regarding the future of the United States. The continuing struggle to understand youth violence is part of an ongoing conversation about what it means to raise future citizens within a cultural moment that views youth through a lens of anxiety rather than optimism.

This book examines the emergence of modern working-class youth culture through the perspective of an urban history of post-war Britain, with a particular focus on the influence of young people and their culture on Britain’s self-image as a country emerging from the constraints of its post-Victorian, imperial past. Each section of the book – Society, City, Pop, and Space – considers in detail the ways in which working-class youth culture corresponded with a fast-changing metropolitan and urban society in the years following the decline of the British Empire. Was teenage culture rooted in the urban experience and the transformation of working-class neighbourhoods? Did youth subcultures emerge simply as a reaction to Britain's changing racial demographic? To what extent did leisure venues and institutions function as laboratories for a developing British pop culture, which ultimately helped Britain re-establish its prominence on the world stage? These questions and more are answered in this book.

The performing arts is one particular area of youth community practice can that can be effectively tapped to attract youth within schools and out-of-school settings, or what has been referred to as the "third area between school and family." These settings are non-stigmatizing, highly attractive community-based venues that serve youth and their respective communities. They can supplement or enhance formal education, providing a counter-narrative for youth to resist the labels placed on them by serving as a vehicle for reactivity and self-expression. Furthermore, the performing arts are a mechanism through which creative expression can transpire while concomitantly engaging youth in creative expression that is transformative at the individual and community level. Music, Song, Dance, and Theater explores the innovative programs and interventions in youth community practice that draw on the performing arts as a way to reach and engage the target populations. The book draws from the rich literature bases in community development and positive youth development, as well as from performing arts therapy and group interventions, offering a meeting point where innovative programs have emerged. All in all, the text is an invaluable resource for graduate social work and performing arts students, practitioners, and scholars.

"The second edition of 19 Urban Questions: Teaching in the City adds new questions to those in the original volume. Continuing the developing conversation in urban education, the book is provocative in style and rich in detail. Emphasizing the complexity of urban education, Shirley R. Steinberg and the authors ask direct questions about what urban teachers need to know. Their answers are guaranteed to generate both classroom discussion and discourse in the field for years to come. The book not only addresses questions pertaining directly to today's urban schools, but poses new ones for discussion, teacher education, and urban school research. Steinberg has gathered an impressive cadre of teacher/scholars who are engaged in a socially just urban pedagogy." --Book Jacket.

An exclusively Canadian textbook, this collection investigates the relationships between identity, geography, and popular culture that are produced and consumed in this sprawling country. Expanding beyond the clichés of friendliness and snow, this text provides a fresh perspective on what it means to be Canadian, both nationally and transnationally. Scholars look at historical subjects like Québécois identity and Indigenous self-representation and explore issues in contemporary media, including music, film, television, comic books, video games, and social media. From Drake to the Tragically Hip, Trailer Park Boys to The Amazing Race Canada, and poutine to maple syrup, mainstream icons and trends are studied in the interdisciplinary context of race, gender, sexuality, politics, and patriotism. Contributing to the location of Canadian popular culture, this unique resource will engage students and scholars of communication studies, cultural studies, and Canadian studies. FEATURES - Includes key concepts and theories and a glossary - Engages students with relatable historical and contemporary examples of Canadiana through a breadth of media, including television shows, websites, journals, celebrities, newspapers, literature, comic books, video games, music, and films - Ensures equal representation of a national and transnational Canada, which includes examples of race, gender, sexuality, and ethnicity, with particular attention to geographical intricacies that contain all provinces and territories

This is a book about understanding as much as we can about the effects and intervention of some of the most significant facts and psychological issues due to excessive digital use. The current generation of young people spend less time in person with peers compared with previous generations, and technology influences their identity and socialization in numerous ways. While technology has opened up links for individuals to readily access information, help, and support, there are significant risks associated with its increased usage. Specifically, screen time and social media use among kids and teens have been linked with an increased prevalence of mental health concerns. The effects of technology on children and teens can have an impact on social skills, their development and can be linked to a number of other subsequent factors