Mixing the Digital, Social, and Cultural: Learning, Identity, and Agency in Youth Participation

Part of the Volume on Youth, Identity, and Digital MediaHow do youth use media and technology as they learn to be participants in civic and democratic practices? We share two case studies -- one from a media arts production organization and one from a school board youth group -- that revolve around youth-adult interactions in learning environments that offer youth real opportunities to be influential in their respective communities. The cases feature youth and their involvements with digital media, pedagogical approaches, and engagements that enhance their participatory capacities. There are multiple channels through which these interactions happen, some with and facilitated by adults and others created and negotiated by youth. We describe how youth and adults establish learning environments for each other, negotiate the grounds for participation, and explore the possibilities and limitations of social and digital technologies in these processes, supporting the idea that this learning is something that young people do as agents in their development

Contingent authority and youth influence: When youth councils can wield influence in public institutions

Studies of youth public participation have dealt with varied conceptions of citizenship that emerge from literatures on human rights, civic engagement, youth development, and youth organizing and activism. Where those conceptions rely on developmental logics that limit or exclude youth participation, young people’s attempts to gain authority reveal concurrent ways they navigate these multiple conceptions of participation. Drawing on an 18-month ethnographic study, the analysis presented here focuses on a specific venue for youth participation: a student advisory board. Data includes participant observation, interviews, and artifacts including resolutions and emails. Twenty-one of 27 students, representing roughly 15 high schools in their school district, participated in the study. When students attended to paperwork like bylaws and the state education code, they gained access to contingent authority, a limited but influential form of Weberian authority. Key implications of the study indicate that while youth advisory councils can reliably produce exclusion on developmental grounds, they can also provide the parameters for establishing contingent authority. Paperwork is a key to accessing this form of bureaucratic authority, but exercising it requires sustained, public practice. This article contributes to literatures on youth studies, public participation and more broadly to sociology of education.Studies of youth public participation have dealt with varied conceptions of citizenship that emerge from literatures on human rights, civic engagement, youth development, and youth organizing and activism. Where those conceptions rely on developmental logics that limit or exclude youth participation, young people’s attempts to gain authority reveal concurrent ways they navigate these multiple conceptions of participation. Drawing on an 18-month ethnographic study, the analysis presented here focuses on a specific venue for youth participation: a student advisory board. Data includes participant observation, interviews, and artifacts including resolutions and emails. Twenty-one of 27 students, representing roughly 15 high schools in their school district, participated in the study. When students attended to paperwork like bylaws and the state education code, they gained access to contingent authority, a limited but influential form of Weberian authority. Key implications of the study indicate that while youth advisory councils can reliably produce exclusion on developmental grounds, they can also provide the parameters for establishing contingent authority. Paperwork is a key to accessing this form of bureaucratic authority, but exercising it requires sustained, public practice. This article contributes to literatures on youth studies, public participation and more broadly to sociology of education

Deep Stories. Practicing, Teaching, and Learning Anthropology with Digital Storytelling

Have you ever wondered what makes storytelling and digital media a powerful combination? This edited volume examines the opportunities to think, do, and/or create jointly afforded by digital storytelling. The editors of this volume contend that digital storytelling and digital media can create spaces of empowerment and transformation by facilitating multiple kinds of border crossings and convergences involving groups of peoples, places, knowledge, methodologies, and teaching pedagogies. The book is unique in its inclusion of anthropologists and education practitioners and its emphasis on multiple subfields in anthropology. The contributors discuss digital storytelling in the context of educational programs, teaching anthropology, and ethnographic research involving a variety of populations and subjects that will appeal to researchers and practitioners engaged with qualitative methods and pedagogies that rely on media technology

SCD1 Inhibition Causes Cancer Cell Death by Depleting Mono-Unsaturated Fatty Acids

Increased metabolism is a requirement for tumor cell proliferation. To understand the dependence of tumor cells on fatty acid metabolism, we evaluated various nodes of the fatty acid synthesis pathway. Using RNAi we have demonstrated that depletion of fatty-acid synthesis pathway enzymes SCD1, FASN, or ACC1 in HCT116 colon cancer cells results in cytotoxicity that is reversible by addition of exogenous fatty acids. This conditional phenotype is most pronounced when SCD1 is depleted. We used this fatty-acid rescue strategy to characterize several small-molecule inhibitors of fatty acid synthesis, including identification of TOFA as a potent SCD1 inhibitor, representing a previously undescribed activity for this compound. Reference FASN and ACC inhibitors show cytotoxicity that is less pronounced than that of TOFA, and fatty-acid rescue profiles consistent with their proposed enzyme targets. Two reference SCD1 inhibitors show low-nanomolar cytotoxicity that is offset by at least two orders of magnitude by exogenous oleate. One of these inhibitors slows growth of HCT116 xenograft tumors. Our data outline an effective strategy for interrogation of on-mechanism potency and pathway-node-specificity of fatty acid synthesis inhibitors, establish an unambiguous link between fatty acid synthesis and cancer cell survival, and point toward SCD1 as a key target in this pathway

Autoridad contingente e influencia juvenil: Cuando los consejos juveniles pueden ejercer influencia en las instituciones públicas

Studies of youth public participation have dealt with varied conceptions of citizenship that emerge from literatures on human rights, civic engagement, youth development, and youth organizing and activism. Where those conceptions rely on developmental logics that limit or exclude youth participation, young people’s attempts to gain authority reveal concurrent ways they navigate these multiple conceptions of participation. Drawing on an 18-month ethnographic study, the analysis presented here focuses on a specific venue for youth participation: a student advisory board. Data includes participant observation, interviews, and artifacts including reso- lutions and emails. Twenty-one of 27 students, representing roughly 15 high schools in their school district, participated in the study. When students attended to paperwork like bylaws and the state education code, they gained access to contingent authority, a limited but influential form of Weberian authority. Key implications of the study indicate that while youth advisory councils can reliably produce exclusion on developmental grounds, they can also provide the parameters for establishing contingent authority. Paperwork is a key to accessing this form of bureaucratic authority, but exercising it requires sustained, public practice. This article contributes to literatures on youth studies, public participation and more broadly to sociology of education.Los estudios sobre la participación pública de los jóvenes han abordado concepciones variadas de ciudadanía que surgen de las literaturas sobre derechos humanos, compromiso cívico, desarrollo de la juventud y organización y activismo juvenil. Cuando esas concepciones se basan en lógicas de desarrollo que limitan o excluyen la participación de los jóvenes, los intentos de los jóvenes de obtener autoridad revelan maneras concurrentes de navegar por estas múltiples concepciones de participación. A partir de un estudio etnográfico de 18 meses, el análisis presentado aquí se centra en un lugar específico para la participación de los jóvenes: un consejo asesor estudiantil. Los datos incluyen observación participante, entrevistas y artefactos incluyendo resoluciones y correos electrónicos. Veintiuno de 27 estudiantes, que representan aproximadamente 15 escuelas secundarias en su distrito escolar, participaron en el estudio. Cuando los estudiantes asistieron al papeleo como los estatutos y el código de educación del estado, consiguieron el acceso a la autoridad contingente, una forma limitada pero influyente de la autoridad de Weber. Las impli- caciones claves del estudio indican que mientras que los consejos consultivos de la juventud pueden producir confiablemente la exclusión en bases de desarrollo, pueden también proporcionar los parámetros para establecer la autoridad contingente. El papeleo es una clave para acceder a esta forma de autoridad burocrática, pero su ejercicio requiere una práctica pública sostenida. Este artículo contribuye a la literatura sobre estudios juveniles, participación pública y, más ampliamente, sobre sociología de la educación