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1.
Joni Meenagh 《Sex education》2015,15(5):458-471
Although romantic and sexual relationships are an important aspect of young people's lives, research on how young people negotiate their love/sex relationships is lacking. New media environments provide a new context within which young people negotiate their love/sex relationships; however, what is negotiated is often not all that different from what was negotiated before the advent of new media technologies. Using an online discussion board and individual in-person interviews, this paper explores how young Australians, aged 18–25 years, engage with dominant gendered discourses to negotiate their love/sex relationships within the context of new media environments. Previous research suggests that young people make use of new media technologies to flirt with one another, to initiate new relationships, to maintain their relationships, and to fight and end their relationships. This paper focuses on young people's practices of mediated flirting, surveillance, and breaking up. It considers the creative and agentic ways young people use new media technologies in the negotiation of their love/sex relationships. 相似文献
2.
Ben A. Lohmeyer 《British Educational Research Journal》2023,49(1):158-173
School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of ‘social violence’. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a ‘social violence’ approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term ‘violence’ in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces. 相似文献
3.
David Buckingham 《牛津教育评论》2013,39(1-2):171-184
This article considers the place of news media-particularly television news-in young people's political socialisation. Following a brief sketch of debates about young people's apparent indifference to politics and to news media, it provides a critical review of previous research in this field. It argues that researchers have often operated with a functionalist notion of socialisation and an unduly narrow conception of political understanding. The second part of the article provides a summary of some key themes raised by the author's own research into young people's interpretations of television news. It focuses particularly on the question of young people's apparent cynicism about politics, and on the characteristics of 'critical viewing'. The article concludes with a call for media education as a crucial dimension of political education and contemporary citizenship. 相似文献
4.
Caroline Lanskey 《International Journal of Inclusive Education》2015,19(6):568-582
Many young people in the youth justice system in England and Wales are educationally marginalised and systemic barriers to their engagement with education persist. This article presents an analytical framework for understanding how education and youth justice practices shape young people's educational pathways during their time in the youth justice system with the aim of understanding the systemic dynamics that encourage or impede young people's engagement with education. It draws on data from a case study of 32 young people who were serving either a community or a custodial sentence under the supervision of one youth offending team in England and Wales. Using as analytical starting points Bourdieu's and Wacquant's conceptualisations of competing dynamics within the ‘bureaucratic field’ of state governance and Hodkinson's careership theory, this article discusses the interplay between exclusionary and inclusionary interests operating within and between the agencies of education and youth justice and the extent to which they play a role in sustaining young people's involvement in education or compounding their educational and social marginalisation. 相似文献
5.
Barriers to teachers using digital texts in literacy classrooms 总被引：1，自引：0，他引：1
Eileen Honan 《Literacy》2008,42(1):36-43
In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print‐based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms. 相似文献
6.
Teresa Cerratto-Pargman Sanna M. Järvelä Marcelo Milrad 《The Internet and Higher Education》2012,15(4):227-230
The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled “Designing Nordic technology-enhanced learning (TEL)”, presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning.The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries. 相似文献
7.
Sue Cranmer 《Learning, Media and Technology》2013,38(1):72-85
This article reports on excluded young people's experiences with and management of e-safety and risk. It has importance in exploring these concerns given that excluded young people's voices are very often absent in education and technology research and yet they are potentially more at risk when using Information and Communication Technologies than middle-class young people for whom the risks may be lower. The findings are drawn from an analysis of the in-depth qualitative interviews carried out with 13 permanently and temporarily excluded young people between the ages of 12–15 in a Pupil Referral Unit in South East England. The accounts given by this group of young people suggest that the strategies they deploy to manage their safety online are underdeveloped and inadequate. This points in turn to a need for further interventions to foster and develop these young people's strategies to avoid online risk as part of more general initiatives to develop digital literacy. 相似文献
8.
Multimedia literacy practices in the homes of young children are changing rapidly, but the use of them in the early years of education is moving slowly. This research was aimed to find out what teachers of 5‐year‐olds, in their first 6 months of compulsory schooling, think about the children's literacy practices at home, including the perceived use of digital media at home. We also wanted to find out what the teachers did in their classrooms that was similar or different to the students' experiences of literacy practices across several media. Parents of 76 children, and their teachers, from 10 classrooms in mid‐high and mid‐low socio‐economic areas completed surveys. The parents' survey asked about the literacy‐related experiences their children are involved in. The teachers' survey asked for their beliefs about the literacy‐related experiences the children in their classrooms engaged in, on average, including the use of digital media. The teachers were also asked about the literacy practices in their classroom and their use of media. This paper describes the teachers' beliefs and the similarities and differences in practices between home and school, including literacy practices using digital technology. 相似文献
9.
Emily Bishop 《Sex education》2013,13(4):401-417
Some young people are labelled more ‘at-risk’ of harming themselves through various behaviours, such as having sex, than others. However, such distinctions between young people are ambiguous, as youth itself is imagined as inherently risky. At-risk discourse has fuelled the existing links between youth and risk, and morality and risk. It has also impeded explanations of young people's sexual risk-taking. This article examines the stories that young rural Tasmanians (a group considered to be at sexual risk) tell about their experiences of safe and risky sex. A narrative analysis highlights the way that they perceive risk through the prism of self-identity. The participants' desire not to understand the self as a ‘real’ risk-taker inhibits them from imbuing their sex practices with significant risk. The findings suggest that sexual health research and safety promotion strategies may benefit from a shift away from at-risk rhetoric and a greater emphasis on the self-identity and risk perception nexus. 相似文献
10.
Liza Tsaliki 《Sex education》2015,15(5):500-514
In an attempt to resist moral panics over children's media consumption, and especially girls' consumption of hyper-sexualised popular media, this paper aims to offer a more positive account of popular culture and young children's, especially girls', engagement with it. By adopting a historical approach to modern childhood and the moral panics associated with it, I argue that the consumption of entertainment media and popular culture is a leisure activity which, rather than facilitating or reinforcing female subordination and youth vulnerability, can be seen as a possible source of knowledge about sexuality, about the self and the social world. I draw on findings from qualitative research conducted in Athens with young schoolgirls aged 10–12 years about their favourite popular icons in order to examine the variety of their engagements with, readings and practices of popular culture. Their discursive accounts reveal the intricate ways in which pre-teenage girls make sense of fandom and stardom, discuss taste, fashion and body aesthetics, and construct notions of attractiveness and ethical selfhood. 相似文献
11.
While current research points out that young people are developing emerging culture of learning in informal spaces, less is known about such digital literacy practices in the Asian contexts where the notion of literacy tends to refer to school literacy. Research on young people's online participatory culture continues to suggest that social media offer affinity spaces where extensive knowledge is acquired, constructed and produced outside of schools. In this paper, we use two case studies on social media as illustrative examples to understand how adolescents shape their learning online. We aim to contribute to the ongoing dialectics on social media and learning by examining how adolescents exhibit agency online. We argue that social media such as Facebook offer high learner agency environments for adolescents to participate in self‐initiated enterprise and allow them to develop personal trajectories for learning. The case studies presented in this paper suggested that the adolescents' pursuit of their passions on online affinity spaces gave rise to intellectual friendships and the development of personal pedagogies. 相似文献
12.
There is considerable debate about young people's concern for privacy today, given their frequent use of social media to share information and other content about themselves and others. While researchers have investigated the online privacy practices of teens and emerging adults, relatively little is known about the attitudes and behaviors of younger youth. Drawing on interviews with 42 middle school students, or ‘tweens’, we explore how youth in this age group think about and manage privacy issues online, as well as the messages they report hearing from educators about online privacy. Our findings suggest that most tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online. Further, tweens' online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers. We discuss the educational implications of these findings. 相似文献
13.
Kathleen Cash Hashima-E-Nasreen Ayesha Aziz Abbas Bhuiya A. Mushtaque R. Chowdhury Sadia Chowdhury 《Sex education》2013,13(3):219-233
In 1997, two organizations, BRAC (Bangladesh Rural Advancement Committee) and ICDDR,B (International Center for Diarrheal Disease Research), as part of their collaborative research model, developed an HIV/AIDS prevention strategy for rural Bangladeshi youth. Currently, HIV/AIDS is not apparent in rural Bangladesh. Other sexual and reproductive health problems are more pressing. Moreover, there are few inor out-of-school sex education programs for adolescents in Bangladesh. Therefore, preliminary qualitative research was conducted to understand the broad parameters of sexual and reproductive health within the sociocultural context of young people's risks and vulnerabilities. Exploratory research revealed that youth were vulnerable to sexual diseases, late-term abortions, sexual violence, reproductive tract infections, and premarital pregnancies. Adolescents and adults thought that youth today need sex education. Adults said that youth should not be educated about condom use because this would conflict with a girl's prospects for an arranged marriage. Bangladeshi youth today are being exposed to experiences unfamiliar to their parents. Lacking appropriate knowledge, information and awareness about sexual and reproductive health unduly heightens young people's fears, and increases their social and sexual vulnerabilities. 相似文献
14.
Cati V. de los Ríos 《Learning, Media and Technology》2018,43(4):359-373
ABSTRACTThis article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies. 相似文献
15.
ABSTRACTThis article explores the lived realities for young people growing up and learning in a climate of racial discrimination, religious intolerance, misogyny, and xenophobia, and how school-sponsored and school-supported uses of digital media can afford young people opportunities to navigate their experiences of social injustice and resist exclusionary discourses and practices. In a collaborative inquiry into the practices of two youth media producers, we explore how these counternarrative efforts are forms of restorying, in which young people write themselves into existence in ways that can reconfigure school spaces. Framed in Black feminist and critical cosmopolitan perspectives, this article considers how young people use new media tools in school to engage the narrative imagination and build the worlds they want to live in, simultaneously representing the political histories and realities of their everyday worlds and imagining alternative futures. We explore the ways schools can create opportunities for youth to engage in these new media practices that re-author themselves and the institutional spaces they encounter – and how these opportunities are situated within broader intersectional forms of systemic inequity and oppression. 相似文献
16.
Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes. 相似文献
17.
International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences that shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency – namely, the conscious process whereby students seek out information on different options and evaluate these alternatives. 相似文献
18.
Luciana Pangrazio 《Discourse: Studies in the Cultural Politics of Education》2016,37(2):163-174
While it has proved a useful concept during the past 20 years, the notion of ‘critical digital literacy’ requires rethinking in light of the fast-changing nature of young people's digital practices. This paper contrasts long-established notions of ‘critical digital literacy’ (based primarily around the critical consumption of digital forms) with the recent turn towards ‘digital design literacy’ (based around the production of digital forms). In doing so, three challenges emerge for the continued relevance of critical digital literacy: (1) the challenge of critiquing the ideological concerns with the digital without alienating the individual's personal affective response; (2) connecting collective concerns to do with social and educational inequalities to individual practices; and (3) cultivating a critical disposition in a context in which technical proficiency is prioritised. The paper then concludes by suggesting a model of ‘critical digital design’, offering a framework that might bridge the divide between critical literacy models and the more recent design-based literacy models. 相似文献
19.
Susan Edwards 《Technology, Pedagogy and Education》2016,25(4):513-532
Technology, digital media and popular culture form an important aspect of young children’s life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children’s life-worlds into the provision of play-based learning. Traditionally, research has considered barriers to teacher uptake of technologies in the early years, or teacher beliefs and attitudes about using technologies with young children. An alternative perspective focuses on children’s play as the foundation for early childhood curriculum provision and argues that what is needed instead are ‘new’ concepts of play more appropriate for explaining children’s contemporary play experiences in post-industrial societies. This article examines the influence of a new concept of play called ‘web-mapping’ on teachers’ curriculum practices in early childhood education, and finds that, according to Vygotsky’s ideas about explicit and implicit mediation, new concepts of play are likely to provide a fruitful avenue for addressing the ‘problem’ of technology, digital media and popular-culture integration in early childhood education. 相似文献
20.
Michael Dezuanni 《Learning, Media and Technology》2018,43(3):236-249
This article aims to contribute new knowledge about the media literacies children assemble as they play the digital game Minecraft which it describes as a children's digital making platform. The article argues media literacy's tendency to use socio-cultural and humanist accounts of media participation limit its ability to fully explain digital making practices. Socio-material and performative literacy theories are used to introduce a framework for exploring digital media literacies across four nodes: digital materials, media production, conceptual understanding and media analysis [Dezuanni, M. 2015.“The Building Blocks of Digital Media Literacy: Socio-material Participation and the Production of Media Knowledge.”Journal of Curriculum Studies 47 (3): 416–419]. The article's second half outlines how the author uses digital ethnography in his home to understand children's Minecraft digital making and the article's theoretical claims are explored using empirical data. The conclusion considers the ramifications of digital making for media literacy research and practice. 相似文献