Thesis (Ph. D.)--University of Wiscosnsin--Madison, 1982. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 146-150).

No description available.

While youth media production work has increased dramatically over the past two decades, researchers still lack an adequate theorization of how institutionally-mediated youth production programs instigate democratic acts. Central to this deficiency ares hortcomings in the two dominant frameworks typically used to conceptualize the democratic potential of young people's media work. In response to this, I turn to the work of Hannah Arendt and use her conceptualization of public action as framed in relation to a "pedagogy of natality" to assess the relationship between creative youth practice and democracy. While Arendt's framework offers a compelling vision of democratic action, her model is also invaluable for mapping how production work affects adolescents' democratic experience. It focuses the analytic lens on agonistic struggles that expand the way youth register and pay heed to plurality. I demonstrate this utility through a critical ethnographic study of the Summer Visions Film Institute, an initiative designed around a series of two-week digital video production programs for youth aged 14-19. In examining the Summer Visions program, I address the experience of student video producers but focus close attention on the work and experience of peer-to-peer youth mentors in the program for the following reasons. First, peer education has a role in many youth media programs but there continues to be a dearth of research on peer mentorship in media production settings. Second, while student participants take part in Summer Visions for ten days, the mentors are involved in production work on a daily basis over a seven-week period. Most are also former students of the program and so they offer a more robust set of case studies. Using Arendt, I demonstrate how media production programs contribute in contradictory but nonetheless important ways to the formation of new publics, not because such work leads to straightforward forms of position taking about specific political projects, but because it leads to forms of thoughtfulness that challenge the lure of oblivion that haunts our lives and prevents us from seeing those who are different and yet part of our worlds.

While youth media production work has increased dramatically over the past two decades, researchers still lack an adequate theorization of how institutionally-mediated youth production programs instigate democratic acts. Central to this deficiency ares hortcomings in the two dominant frameworks typically used to conceptualize the democratic potential of young people's media work. In response to this, I turn to the work of Hannah Arendt and use her conceptualization of public action as framed in relation to a "pedagogy of natality" to assess the relationship between creative youth practice and democracy. While Arendt's framework offers a compelling vision of democratic action, her model is also invaluable for mapping how production work affects adolescents' democratic experience. It focuses the analytic lens on agonistic struggles that expand the way youth register and pay heed to plurality. I demonstrate this utility through a critical ethnographic study of the Summer Visions Film Institute, an initiative designed around a series of two-week digital video production programs for youth aged 14-19. In examining the Summer Visions program, I address the experience of student video producers but focus close attention on the work and experience of peer-to-peer youth mentors in the program for the following reasons. First, peer education has a role in many youth media programs but there continues to be a dearth of research on peer mentorship in media production settings. Second, while student participants take part in Summer Visions for ten days, the mentors are involved in production work on a daily basis over a seven-week period. Most are also former students of the program and so they offer a more robust set of case studies. Using Arendt, I demonstrate how media production programs contribute in contradictory but nonetheless important ways to the formation of new publics, not because such work leads to straightforward forms of position taking about specific political projects, but because it leads to forms of thoughtfulness that challenge the lure of oblivion that haunts our lives and prevents us from seeing those who are different and yet part of our worlds.

While youth media production work has increased dramatically over the past two decades, researchers still lack an adequate theorization of how institutionally-mediated youth production programs instigate democratic acts. Central to this deficiency ares hortcomings in the two dominant frameworks typically used to conceptualize the democratic potential of young people's media work. In response to this, I turn to the work of Hannah Arendt and use her conceptualization of public action as framed in relation to a "pedagogy of natality" to assess the relationship between creative youth practice and democracy. While Arendt's framework offers a compelling vision of democratic action, her model is also invaluable for mapping how production work affects adolescents' democratic experience. It focuses the analytic lens on agonistic struggles that expand the way youth register and pay heed to plurality. I demonstrate this utility through a critical ethnographic study of the Summer Visions Film Institute, an initiative designed around a series of two-week digital video production programs for youth aged 14-19. In examining the Summer Visions program, I address the experience of student video producers but focus close attention on the work and experience of peer-to-peer youth mentors in the program for the following reasons. First, peer education has a role in many youth media programs but there continues to be a dearth of research on peer mentorship in media production settings. Second, while student participants take part in Summer Visions for ten days, the mentors are involved in production work on a daily basis over a seven-week period. Most are also former students of the program and so they offer a more robust set of case studies. Using Arendt, I demonstrate how media production programs contribute in contradictory but nonetheless important ways to the formation of new publics, not because such work leads to straightforward forms of position taking about specific political projects, but because it leads to forms of thoughtfulness that challenge the lure of oblivion that haunts our lives and prevents us from seeing those who are different and yet part of our worlds. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (Ph. D. (Sociology and Industrial Sociology))--Rhodes University, 2003.

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 270-279).

As the use of mobile technologies, consumer electronics and the internet expand, there are more opportunities for young visual designers around the world to gain access to design industries. Yet differences in infrastructure and spatial configurations create distinct obstacles and opportunities for emerging designers from marginal contexts, as often these infrastructures are not designed with them in mind. Employing a practice perspective, which brings together concerns around identity and infrastructure, I used ethnographic and exploratory methods to understand the creative practices of a group of young, resource-constrained, aspiring creatives from Cape Town, South Africa, who are enrolled in design courses. This thesis explores tensions between authentic creativity and continuity, as well as notions of democratization in visual design practices. Off campus, young people predominantly appropriated mobile devices as infrastructure for creative practices. They used data frugally, grabbed media in patches and snippets, and used multiple free applications together to forge creative work, participation and distributions. These practices, which include mobile-based photography, design and branding, were situated in particular creative worlds, which revolved around distinctive visual styles. Instead of vast networks with flows of data that connect infinite nodes, these creatives experienced the web and digital media as an assemblage of technologies and tariffs for mobile data. Thus, these media-related practices were more ‘patchworked’ than networked. Once enrolled in design courses, a very different repertoire of protocols, standards, materials, technologies, concepts and ways of being became infrastructural to these young people’s participation in formal visual design practices. For many participants, an enduring distance separated them from those embodied, technical and spatial requirements for later professional participation in the design industries. These tensions demonstrated how very particular configurations of resources are infrastructural to visual design practice associated with formal industries. Infrastructure and practice are thus dynamically and asymmetrically mutually constituted. This thesis employs improvisational jamming to make the role of infrastructure visible, along with specific mobile design practices. Many of these mobile systems were standardized and encoded with cultural norms, giving creatives second-hand discourses from which to build their own creative artefacts. These case studies draw attention to the global standardization of infrastructures for creative practice, which threatens to flatten the cultural richness of local creative voices.

This paper is based on a quantitative survey. The study aims to answer the questionwhich media young people rather use to take part of the news. The results showthat young people today in Kalmar preferably and often read newspapers on theInternet and mobile phone.The questions asked was about which media they usually use, the level ofconfidence they had in various media, how interest was in different newscategories, willingness to pay for online news and background issues relatedsubjects. The survey was aimed at high school students in Kalmar and weredistributed and collected on-site at the schools. What was remarkable among theresponses was that young people largely had access to a morning newspaper athome and said that they would consider subscribing to one in the future. This isdespite the large use of digital media. The responses showed that many use severaldifferent media in a day. For young people the traditional media becomes more ofa complement to the newer media, many young people watching news on theinternet through various sources and then afterwards reading a newspaper orwatching TV. That was the order in which the survey showed, while the confidenceof news via TV and newspapers is much higher than for news online. The answershows that Internet usage and to read news on the Internet has a higher prioritythan the traditional media among respondents, as news companies' investments inweb news goes in line with the younger generations priorities. The only problem isthat the majority do not want to pay for news online.

Uppsatsen undersöker dilemman och strategier när minderåriga barn och unga ska få komma till tals i svenska nyhetsmedier, och på vilket sätt myndighetsgränsen ingår som en parameter när mediers ansvarighet (media accountability) ska tolkas på detta område. Frågorna diskuteras ur ett barnrättighetsperspektiv, och utgår från barndomssociologins tankar om barndom som en social konstruktion. En analys av de medieetiska kontrollinstansernas friande och fällande av anmälda publiceringar visar att ett flertal etiska övertramp begås i samband med att unga omtalas som brottsoffer eller anhöriga, medan etiska övertramp i samband med intervjuer är betydligt färre, och då framför allt när barn får personifiera sociala problem. Av en kvalitativ intervjustudie med utgivare inom olika typer av nyhetsmedia, varav flera branschdominerande, framgår att utgivare i stort sett helt vill undvika negativa reaktioner från vårdnadshavare. Försiktighetsprinciper och målgruppstänkande dominerar över mångfaldsprinciper. Flera tidningar har också prioriterat bort tidigare barn- eller ungdomssatsningar. Samtidigt visar undersökningen att sociala medier innebär nya möjligheter även för nyhetsmedier, med direktkontakt till unga källor och dialog där unga personer kan bidra med erfarenheter och åsikter i en bredd av frågor.