This volume focuses on using visual research methods with children and young people. Featuring insights from academic experts and established professionals from visual industries, it explores a range of issues from visual ethics to children's interaction with place.

Are young people today politically 'apathetic'? Or are they democratically 'mature' citizens? This book examines several types of involvement to reveal changes in young people's political participation in Europe in recent decades. It uses various concepts of 'age' to compare participation across countries and over time.

Young people are regularly cast as a threat to social order. Deconstructing Youth argues that this is due in part to the way the notion of youth is conceptualised in Western society. Drawing on Derridean deconstruction, Gabriel analyses the limits of dominant youth discourses, revealing the ways in which common sense assumptions about young people are marked by contradictory expectations that actually function to create youth as a 'problem'. With case studies on youth sexuality, violence and developmental neuroscience, she details how these contradictions go unrecognised in attempts to make sense of young people's identities and actions. Gabriel argues that this leads to the misattribution of blame to young people who are then taken to operate outside the boundaries of acceptable conduct. In response, she considers what a deconstructive approach has to offer in terms of moving beyond these conceptual limits and in opening up to more enabling possibilities for understanding youth.

"Mark Fenemore's ambitious yet admirably compact...provides a wide-ranging, richly detailed, nuanced, and insightful cultural and social history of (predominantly male) youth nonconformity in the GDR...this book belongs in the latest generation of pioneering cultural and social histories of the GDR that suggest new approaches and future paths for comparative study." . American Historical Review

..".an insightful, constantly thought-provoking and engaging analysis of the tension between the young people of the GDR and the SED's state system. While historians of the GDR will undoubtedly find a great deal to interest them in Fenemore's work, his insights into neo-Nazism, youth culture in general and the relationship between gender and the state mean his book deserves an audience beyond those interested just in the GDR." . Cultural and Social History

..".a wonderful book on the relationship of masculinity discourses of working-class culture, working-class conservatism and pop culture. Fenemore shows that youth culture is not "left" just because it deviates from the norm. . H-Soz-u-Kult

" The volume] offers a stimulating overview that widens our understanding of the socio-cultural dimension underlying National Socialism." . Historische Zeitschrift

A fascinating and highly readable account of what it was like to be young and hip, growing up in East Germany in the 1950s and 1960s. Living on the frontline of the Cold War, young people were subject to a number of competing influences. For young men from the working class, in particular, a conflict developed between the culture they inherited from their parents and the new official culture taught in schools. Merging with street gangs, new youth cultures took shape, which challenged authority and provided an alternative vision of modernity. Taking their fashion cues, music and icons from the West, they rapidly came into conflict with a didactic and highly controlling party-state. Charting the clashes which occurred between teenage rebels and the authorities, the book explores what happened when gender, sexuality, Nazism, communism and rock 'n' roll collided during a period, which also saw the building of the Berlin Wall.

How do Amazonian native young people perceive, question, and negotiate the new kinds of social and cultural situations in which they find themselves? Virtanen looks at how current power relations constituted by ethnic recognition, new social contacts, and cooperation with different institutions have shaped the current native youth in Amazonia.

How are the arts important in young people s lives? Youth, Arts and Education offers a groundbreaking theory of arts education. Anna Hickey-Moody explores how the arts are ways of belonging, resisting, being governed and being heard.

Through examples from the United Kingdom and Australia, Anna Hickey-Moody shows the cultural significance of the kinds of learning that occur in and through arts. Drawing on the thought of Gilles Deleuze, she develops the theory of affective pedagogy, which explains the process of learning that happens through aesthetics.

Bridging divides between critical pedagogical theory, youth studies and arts education scholarship, this book:

• Explains the cultural significance of the kinds of learning that occur in and through arts
• Advances a theory of aesthetic citizenship created by youth arts
• Demonstrates ways in which arts practices are forms popular and public pedagogy
• Critiques popular ideas that art can be used to fix problems in the lives of youth at risk

Youth, Arts and Education is the first post-critical theory of arts education. It will be of interest to students and scholars across the social sciences and humanities, in particular in the sociology of education, arts education, youth studies, sociology of the arts and cultural studies."

Offers an introduction to teen life in Europe by examining 12 countries of the region There are many similarities between the experiences of teenagers across Europe, but there is also a great deal of diversity in teen life in different European countries, reflecting differences of economics, geography, and politics. This book explores teenage life in twelve different European countries. Each chapter is written by a native of that country, and covers the following areas: a typical day; family; traditional and non-traditional food dishes; school; social life, entertainment, and recreation; and religious practices and cultural ceremonies. Each chapter concludes with a resource guide providing print and electronic sources for additional research.

Demonstrating the contested and differentiated nature of childhood and youth embodiment, this book responds to political and media discourses that stigmatise 'unruly' youthful bodies, by combining the critical analysis of imagined and disciplined youthful bodies with a focus on young people's lived and performed, embodied subjectivities.

The burgeoning field of youth studies encompasses multiple viewpoints, presenting a confusing picture to novices and experts alike. This insightful text goes to the heart of the fundamental issues and debates that characterize this developing field, giving readers a clearer understanding of its current progress and future prospects. James Cote's lively, debate-focused overview of the underlying paradigms and theories in youth studies - drawn from the overlapping disciplines of sociology, psychology and cultural studies - functions both as an introduction to the area and as an exercise in critical thinking, putting its readers on the cutting-edge of the field. The chapters move from identifying the key 'threshold meta-concepts' that influence research, to showing readers how to critically evaluate key debates in areas that are central to students' lives, including education, work, family, technologies, youth culture, identity and politics. Youth Studies is the ideal companion to youth-related degree programmes and to youth modules in sociology, social work, social policy, psychology and other related disciplines.

"This is a timely, empirically solid, and theoretically sophisticated contribution to our understanding of one of Africa's recent 'small wars' . . . that] throws new light on the 'crisis of youth' in post-colonial Africa, provides a fascinating critique of the notion of 'child' soldiers, explores the ways in which youth internalise the external world in negative self-images, and] deepens our understanding of 'civil war' in Africa." . Michael Jackson, Harvard Divinity School Through the concept of "social navigation," this book sheds light on the mobilization of urban youth in West Africa. Social navigation offers a perspective on praxis in situations of conflict and turmoil. It provides insights into the interplay between objective structures and subjective agency, thus enabling us to make sense of the opportunistic, sometimes fatalistic and tactical ways in which young people struggle to expand the horizons of possibility in a world of conflict, turmoil and diminishing resources. Henrik E. Vigh is a researcher at the Rehabilitation and Research Centre for Torture Victims in Copenhagen. He holds a Ph.D. from the Department of Anthropology, University of Copenhagen and has worked on issues of youth and conflict in both Europe and West Africa. He is currently researching undocumented West African migrants in Europe and the networks that they depend on, develop and are caught up in.

Volume 8 of Sociological Studies of Children and Youth includes chapters that focus on issues of race, gender and public policy as they relate to children and youth. This volume includes empirical and theoretical works from a variety of perspectives. The chapters are divided into the following sections: (1) Children, Race, and Social Institutions; (2) Youth and Gender; (3) Youth, Theory, and Methods; (4) Urban Youth and Identity; and (5) Policy, Politics and Theory. Specific chapters address the following important topics; the impact of teachers' expectations on parents and children; how children from different racial backgrounds interact with each other and adults in a public service agency; children's racial self-classification; female and male athletes in high school; romantic relationships among adolescents; new skills to learn in peer groups; white youth's racial apathy; urban youth and academic identity; violence among youth growing up in a large city; and theory and public policy as they relate to children.

Brain asymmetry for speech is moderately related to handedness but what are the rules? Are symmetries for hand and brain associated with characteristics such as intelligence, motor skill, spatial reasoning or skill at sports? In this follow up to the influential Left, Right Hand and Brain (1985) Marian Annett draws on a working lifetime of research to help provide answers to crucial questions. Central to her argument is the Right Shift Theory - her original and innovative contribution to the field that seeks to explain the relationships between left-and right-handedness and left-and right-brain specialisation. The theory proposes that handedness in humans and our non-human primate relations depends on chance but that chance is weighted towards right-handedness in most people by an agent of right-hemisphere disadvantage. It argues for the existence of a single gene for right shift (RS+) that evolved in humans to aid the growth of speech in the left hemisphere of the brain. The Right Shift Theory has possible implications for a wide range of questions about human abilities and disabilities, including verbal and non verbal intelligence, educational progress and dyslexia, spatial reasoning, sporting skills and mental illness. It continues to be at the cutting edge of research, solving problems and generating new avenues of investigation - most recently the surprising idea that a mutant RS+ gene might be involved in the causes of schizophrenia and autism. Handedness and Brain Asymmetry will make fascinating reading for students and researchers in psychology and neurology, educationalists, and anyone with a keen interest in why people have different talents and weaknesses.

This volume brings together twenty original essays on the changes and continuities in gender relations and intersecting politics of sexuality, race, class and location. The book is located in debates about contemporary culture at a moment of rapid technological change, global interconnectedness and the growing cultural dominance of neoliberalism and postfeminism. The collection traverses disciplines, spaces and approaches. It is marked by an extraordinarily wide focus, ranging from analyses of celebrity magazines and makeover shows to examinations of the experiences of young female migrants, 'mail order brides' and young women who repudiate feminism. The contributions are united by their attempts to think through the ways in which experiences and representations of femininity are changing in the twenty-first century. Are we seeing new femininities? Are neoliberalism and postfeminism constructing new identities and subjectivities? What kinds of analytic tools and cultural politics are needed to critically engage with the current moment? This book will be of interest to everyone studying gender, media or cultural studies.

How are the arts important in young people's lives? Youth, Arts and Education offers a groundbreaking theory of arts education. Anna Hickey-Moody explores how the arts are ways of belonging, resisting, being governed and being heard. Through examples from the United Kingdom and Australia, Anna Hickey-Moody shows the cultural significance of the kinds of learning that occur in and through arts. Drawing on the thought of Gilles Deleuze, she develops the theory of affective pedagogy, which explains the process of learning that happens through aesthetics. Bridging divides between critical pedagogical theory, youth studies and arts education scholarship, this book: Explains the cultural significance of the kinds of learning that occur in and through arts Advances a theory of aesthetic citizenship created by youth arts Demonstrates ways in which arts practices are forms popular and public pedagogy Critiques popular ideas that art can be used to fix problems in the lives of youth at risk Youth, Arts and Education is the first post-critical theory of arts education. It will be of interest to students and scholars across the social sciences and humanities, in particular in the sociology of education, arts education, youth studies, sociology of the arts and cultural studies.

This book is an exploration of the extent to which young people in the UK are disaffected with traditional politics, and particularly the role played by televisual representations of the political process. The authors look at how television represents young people themselves, and at how young people use new forms of media to inform themselves politically --

Girls learn about "femininity" from childhood onwards, first through their relationships in the family, and later from their teachers and peers. Using sources which vary from diaries to Inspector's reports, this book studies the socialization of middle- and working-class girls in late Victorian and early-Edwardian England. It traces the ways in which schooling at all social levels at this time tended to reinforce lessons in the sexual division of labour and patterns of authority between men and women, which girls had already learned at home. Considering the social anxieties that helped to shape the curriculum offered to working-class girls through the period 1870-1920, the book goes on to focus on the emergence of a social psychology of adolescent girlhood in the early-twentieth century and finally, examines the relationship between feminism and girls' education.

The aim of Protests and Generations is to problematize the relations between generations and protests in the Middle East, North Africa and the Mediterranean. Most of the work on recent protests insists on the newness of their manifestation but leave unexplored the various links that exist between them and what preceded them. Mark Muhannad Ayyash and Ratiba Hadj-Moussa (Eds.) argue that their articulation relies at once on historical ties and their rejection. It is precisely this tension that the chapters of the book address in specifically documenting several case studies that highlight the generating processes by which generations and protests are connected. What the production and use of generation brings to scholarly understanding of the protests and the ability to articulate them is one of the major questions this collection addresses. Contributors are: Mark Muhannad Ayyash, Lorenzo Cini, Eric Gobe, Ratiba Hadj-Moussa, Andrea Hajek, Chaymaa Hassabo, Gal Levy, Ilana Kaufman, Sunaina Maira, Mohammad Massala, Matthieu Rey, Goekboeru Sarp Tanyildiz, and Stephen Luis Vilaseca. *Protests and Generations is now available in paperback for individual customers.

This text explores the generational experience of children of immigrants growing up in an increasingly globalized and interconnected world, comparing the lives of Mediterranean youths with those from America and Northern Europe.

Through the innovative methodology of asking them to record their experiences on videotape, this book offers an evocative and fascinating cross-cultural exploration into the everyday lives of a number of teenage girls from their own broad social, cultural and ethnic perspectives. The use of the video camera by the girls themselves reveals their exploration and experimentation with possible identities, highlighting their awareness that the self is not ready made but rather constituted in the process of continuous performance. The result is an active self-conscious exploration of the continuous "art" of self-making. Through their play, the teenagers are shown to strategically test out various possibilities, while keeping such explorations within the bounds of what is acceptable and permissible in their own micro-cultural worlds. The resulting material challenges previous findings in those feminist and youth anthropological studies based on too narrow a concept of class, ethnicity or populist approaches to culture.

Questions about land control have invigorated thinkers in agrarian studies and economic history since the nineteenth century. Exclusion, alienation, expropriation, dispossession, and violence animate histories of land use, property rights, and territories. More recently, agrarian environments have been transformed by processes of de-agrarianization, urbanization, migration, and new forms of primitive accumulation. Even the classic agrarian question of how the social relations of agriculture will be influenced by capitalism has been reformulated at critical historical moments, reviving or producing new debates around the importance of land control.

The authors in this volume focus on new frontiers of land control and their active creation. These frontiers are sites where established power relationships are challenged by new enclosures and property regimes, producing new social and environmental dynamics in their stead. Contributors examine labor and production processes engaged by new configurations of actors, new agrarian and environmental subjects and the networks connecting them, and new legal and violent means of challenging established or imminent land controls. Overall we find that land control still matters, though in changed degrees and manners. Land control will continue to inspire struggles for a long time.

This book was originally published as a special issue of the Journal of Peasant Studies.

Two decades have now passed since the revolutions of 1989 swept through Eastern Europe and precipitated the collapse of state socialism across the region, engendering a period of massive social, economic and political transformation. This book explores the ways in which young people growing up in post-socialist Eastern Europe and the former Soviet Union negotiate a range of identities and transitions in their personal lives against a backdrop of thoroughgoing transformation in their societies. Drawing upon original empirical research in a range of countries, the book's contributors explore the various freedoms and insecurities that have accompanied neo-liberal transformation in post-socialist countries - in spheres as diverse as consumption, migration, political participation, volunteering, employment and family formation - and examine the ways in which they have begun to re-shape different aspects of young people's lives. In addition, while 'social change' is a central theme of the issue, all of the chapters in the collection indicate that the new opportunities and risks faced by young people continue both to underpin and to be shaped by familiar social and spatial divisions, not only within and between the countries addressed, but also between 'East' and 'West'. This book was originally published as a special issue of Journal of Youth Studies.

This work examines how children's bodies are constructed in schools, families, courts, hospitals and in film. Recognizing that children's bodies are a target for adult practices of social regulation, the contributors show that children are also active in their construction, employ them in resistance and social action, and generate their own meanings about them. The editor, a sociologist of childhood, draws out the theoretical implications of this work, indicates the limits of social constructionism, and suggests new ways of thinking about the hybrid of material, discursive and collective processes involved.

Prevent, Repent, Reform, Revenge is a study of the aims that people intend to achieve by the sanctions and treatments they recommend for wrongdoers. The book is designed to answer two main questions: What kind of analytical scheme can profitably reveal the nature of people's reasoning about the aims of sanctions they propose for perpetrators of crimes and misdeeds? In the aims that people express, what changes in overt moral reasoning patterns appear between later childhood and the early adult years? The authors conducted interviews with 136 youths between the ages of 9 and 21 to find out what sanctions and aims they felt were appropriate in three cases of wrongdoing. The resulting information provides an important insight into adolescent moral development. LC 95-16145.