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
Bibliographic record
Abstract
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
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.007 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.029 | 0.009 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".