Book Review: Youth Culture, Education, and Resistance: Subverting the Commercial Ordering of Life, Cinderella Story: A Scholarly Sketchbook about Race, Identity, Barack Obama, the Human Spirit, and other Stuff That Matters, Radical Education and the Common School: A Democratic Alternative
Notice bibliographique
Résumé
One asset that is immensely affected by, and yet ignored in the accelerating race for wealth and power in the global marketplace, is the voice of youth.Youth Culture, Education, and Resistance, edited by Porfilio and Carr, was written, in part, to address the responses of youth to global change resulting from neoliberalism, the current manifestation of capitalism.In this collective volume, various scholars shed light on the cultures of resistance that youth have developed in response to the effects of neoliberalism in different parts of the world.Our review highlights three themes that are woven throughout the volume: (1) neoliberalism and hegemonic common sense; (2) youth resistance to hegemony; and (3) recasting youth resistance as potentially pedagogical and transformative. Neoliberalism and Hegemonic Common SenseNeoliberalism -and its underlying principles, including homogenization, individualism, consumerism, and privatization -forms a 'hegemonic commonsense' for educational policies, as well as economic policies (Gramsci, 1971).For example, as Shields & Requa contend in chapter 2, the policy behind No Child Left Behind (NCLB) in the United States expresses an aim to homogenize the outcomes of education across society by providing students with 'equal' education.However, as implemented, this policy holds the criteria that are already well attained by high SES schools and their students as 'the standard', and positions those under-served by the process of schooling as in need of educational regulation, conformity, and policing.Borrowing from Bourdieu, the authors identify the outcomes of this policy as 'symbolic violence' that routinely and legitimately naturalizes the alienation of youth with certain social class and ethnic backgrounds from the educational system.In chapter 7, Prier argues that neoliberalism pre-assigns racialized roles for students that divide them across specific types of labour, then prepares them for these roles, and measures their ability through standardized tests.In this manner, the dominant educational system deskills and tracks youths with minority backgrounds by undermining and erasing their culture, language, and lived experiences.Further, in chapter 10, Malott refers to the phenomenon of right-wing Christian fundamentalism, and how it has been systematically used to prevent youth from exercising their cultural activities and principles.This position has been and continues to be powerful in defending and mobilizing conservative values in society in the name of religion.Linked with individualism, Christian fundamentalism maintains a focus on the actions of people as individuals and, therefore, a focus that is at the micro-level of day-to-day interactions -a position that further obscures attention to macrolevel or institutionalized inequality, discrimination, and oppression.Finally, Gosine & James, in chapter 3, refer to individualism as uncharacteristic of some youth cultures, thus provoking specific responses from students, who
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 | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 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 ».