Youth and the Critical Agenda: Negotiating Contradictory Discourses

Autor/in	Ryan, Mary
Titel	Youth and the Critical Agenda: Negotiating Contradictory Discourses
Quelle	In: Australian Educational Researcher, 35 (2008) 2, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Social Justice; Critical Theory; Youth; Foreign Countries; Civil Rights; Social Discrimination; Social Theories; Teaching Methods; Critical Thinking; Gender Issues; High School Students; White Students; Consciousness Raising; Middle Class; Role of Education; Grade 11; Social Attitudes; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Kritische Theorie; Jugend; Jugendlicher; Jugendalter; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Benachteiligung; Soziale Schließung; Gesellschaftstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Geschlechterfrage; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bewusstseinsbildung; Mittelschicht; Bildungsauftrag; School year 11; 11. Schuljahr; Schuljahr 11; Social attidude; Soziale Einstellung; Australien
Abstract	Syllabus and policy documents in many states and countries around the world, and more specifically in Queensland are underpinned by an emancipatory agenda, in particular the principles of social justice. Educators are called upon to achieve this through a pedagogy which is immersed in the language of critical theory. Two elements that underpin emancipatory politics, that is, a transformative attitude towards the future, and the aim of overcoming the illegitimate domination of some individuals or groups by others, seem to be unobtainable within a choice generation, with its focus on lifestyle and consumerism. This paper focuses on the discourses of youth that are legitimated through the accounts of young people for whom emancipation is not a key issue. Such students may achieve the syllabus outcomes related to the critical agenda, yet it begs the question: Are contemporary youth making choices that further the critical transformative cause, or are our critical pedagogies simply serving to perpetuate dominant understandings? This paper explores and interprets performative accounts of youth and their multiliterate lives, within a critical poststructuralist framework. (Contains 1 table.) (As Provided).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10