Review of Critical youth studies: A Canadian focus. Toronto: Pearson Education Canada
Notice bibliographique
Résumé
The premise of James Côté and Anton Allahar's excellent new book, Critical youth studies: A Canadian perspective, is that adolescence is not a biological period of maturation but rather a sociological construction, which has been invented by adults because of the political and economic benefi ts accorded to them by maintaining younger people in a subordinate position for an extended period of time.As such, the length of adolescence is subject to shifts in the socio-political landscape and now extends in Canadian society to the 25-29 year old age group.The book does not seek to be a comprehensive investigation of youth studies but rather a focused argument of how adolescence is viewed in Canada (Chapters 1-3), why it is viewed in such a fashion (Chapters 4-6), and how we might view it differently now and in the future (Chapter 7).Rather than going through each chapter in turn, I would like to highlight three aspects of the book that proved particularly helpful for my personal understanding of the issue: the use of statistics in Chapter 3, the theme of dissent running through the fi fth and sixth chapters, and the provision of alternative visions in the concluding chapter.The numbers in Chapter 3 are simply staggering and paint a compelling picture of the condition for youth in Canada.To start, young people are being disenfranchised by their shrinking percentage in the demographic landscape.While, as recently as 1981, the median age in Canada was 29.6 and the ratio of 15-29 year olds to 30-64 year olds was .72 (male) and .70(female), by 2001, the median age had risen to 41.3 and the ratios had dropped to .42 and .40,respectively.As well, young people continue to delay their entrance into the workforce.While 16% of women and 21% of men in the 20-24 age group were attending school full-time in 1981, those numbers had climbed to 43% and 37% by 2001.Youth were no doubt lured by the prospects offered by a postsecondary education, prospects which are best described as illusory, in that the number of highly skilled and skilled jobs are not keeping pace with the increasing credentials.Beginning in Chapter 5 and then forming the basis of Chapter 6 is the concept of the manufacture of dissent.Although the authors' argument is too complex to summarize here, I was mostly intrigued by the way the mass media has taken over control of "identity elements" and then repackaged these elements to young consumers.It reminded me of a current television commercial where a young male rock climber with child and dog attached to his gear mocks another young male rock climber for his biceps tattoo (a now seemingly passé identity marker), all in the service of selling a motor vehicle (the new identity marker?).
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».