Lost youth in the global city: Class, culture and the urban imaginary

What does it mean to be young, to be economically disadvantaged, and to be subject to constant surveillance both from the formal agencies of the state and from the informal challenge of competing youth groups? What is life like for young people living on the fringe of global cities in late modernity, no longer at the center of city life, but pushed instead to new and insecure margins of the urban inner city? How are changing patterns of migration and work, along with shifting gender roles and expectations, impacting marginalized youth in the radically transformed urban city of the twenty-first century? In Lost Youth in the Global City, Jo-Anne Dillabough and Jacqueline Kennelly focus on young people who live at the margins of urban centers, the "edges" where low-income, immigrant, and other disenfranchised youth are increasingly finding and defining themselves. Taking the imperative of multi-sited ethnography and urban youth cultures as a starting point, this rich and layered book offers a detailed exploration of the ways in which these groups of young people, marked by economic disadvantage and ethnic and religious diversity, have sought to navigate a new urban terrain and, in so doing, have come to see themselves in new ways. By giving these young people shape and form - both looking across their experiences in different cities and attending to their particularities - Lost Youth in the Global City sets a productive and generative agenda for the field of critical youth studies

The interrelation of twenty-first-century education and work from a gender perspective

This paper analyses the interrelation of twenty-first-century education and work from a gender perspective. The analysis is carried out theoretically by asking whether human capital theory and Bourdieu's reproduction theory are adequate instruments for such an endeavour. It is argued that the explanatory power of the human capital concept of the interrelation between education and work is extremely weak, because the human capital concept conceals costs necessary to create human capital. In contrast, reproduction theory comprehends investments in education through reproductive work. But, reproduction theory fails short to explain ongoing gender hierarchies within employment. Therefore, analysis of social and societal structure needs to go beyond the focus on education and work to explain the maintenance of gender hierarchies

Una cartografía social del género en educación A social mapping of gender in education

Comprender cómo se trata el género en los sistemas educativos requiere una visión holística de los actores y espacios involucrados. La cartografía social ayuda a visualizar los múltiples terrenos y puntos de encuentro y desencuentro. El artículo resalta tanto la naturaleza independiente de los espacios privados y públicos como la interacción entre ellos. El espacio privado reduce las posibilidades de ciudadanía de la mujer. El espacio público, dominado por el Estado y las agencias internacionales, promueve la paridad de acceso a la escuela y es reacio a considerar curriculos contestarios, como la educación sexual y los derechos económicos y sociales de las mujeres. Los actores públicos no estatales apoyan la educación de las mujeres adultas pero despliegan esfuerzos débiles hacia la educación formal. Este contexto físico, aunado a tiempos de modernización y globalización que fomentan prácticas competitivas, anticipa un futuro incierto en la redefinición del género en las relaciones sociales.<br>Understanding how the concept of gender is dealt with in educational systems requires a holistic comprehension of its actors and spaces. Social mapping helps visualize the many grounds and points of convergence and divergence. This paper highlights both the independent natures of private and public spaces, and the interaction between them. The private sphere (the home) definitely reduces women's possibilities for full citizenship. Dominated by the state and international agencies, the public space promotes a partial remedy - parity in access to schooling - but ignores curricula that question the status quo, such as sex education and the economic and social rights of women. The non-state public actors support the education of adult women but only deploy weak efforts to modify formal school-age education. This physical context, combined with current times of modernization and globalization that foster competitive practices, forecasts an uncertain future in the redefinition of the social relations of gender

Examining spatial identity of kampungs through young adults’ perception in Surabaya – Indonesia

Spatial identity is a result of a connection between people, physical elements of places, and activities associated with them. The development of identity occurs through the psychological process place attachment. This article is based on a research project that observed the spatial identity of young adults living in kampungs (urban villages), in Surabaya city. The young adults are faced with the contrast of a two-sided modernity between the kampungs and the city, which affects their attachment. The study of place attachment has been undertaken through an observation of social life of the participants and spatial perception. Through this study of spatial identity not only physical characteristics were identified, but also social characteristics. This is due to physical conditions of space and social interactions in these spaces are intertwined. The study found that the identity with the strongest attachment is related to social behaviour of the young adults but which is not recognised by current planning strategies. This study of spatial identity is suggesting that policy changes are needed to improve spatial environment of the kampungs