Over the past decade, popular music in Iran has steadily gained recognition beyond its borders. The Western media has increasingly provided an idealised and romanticised view of music-making in the Iranian underground. These reports create an image of popular musicians united under the same political and social challenges, while struggling to be heard against an oppressive regime. Contrary to these often overly politicised accounts, the current Iranian youth generation continues to explore its identity through the creation of new hybridised forms of popular music. This dissertation utilises first-hand accounts of musicians and those involved in Iranian popular music to analyse the current state of popular music in Iran since 1979. By recognising the heterogeneity of the Iranian post-revolutionary pop world, this study distinguishes the individual voices and experiences that make up the dynamic and multifaceted popular music scene in young, urban Iran and the Iranian diaspora. Opening with a historical account of music’s fluctuating relationship with regime censorship, this dissertation illuminates the many contradictions of popular music practice in a controlled climate that are also embedded within youth identity. Dichotomies continually emerge during this discourse, including globalisation vs. localism, authentic vs. borrowed, and home vs. homeland. These themes are prolific throughout the discussions of the illegal underground music scene in Tehran, the complexities of music in exile, and the final discussion of the role of popular music in the 2009 presidential election and subsequent Green Movement. Popular music continues to serve as an outlet for pleasure and entertainment while simultaneously representing the diverse voices of the young generation of Iranians in the world, as they seek to assert their identity and establish a future of their own.

Drawing from a cultural studies perspective, this dissertation examines digital, visual, and idiomatic expressions and platforms that both create and inform youth culture in Chile. In what ways have globalized media trends influenced cultural production, class-consciousness, and identity formation in Chilean youth culture, and how do these expressions mirror a global neoliberal agenda and shed light on a history of economic, political, and religious globalization in Chile? In order to answer these questions, this dissertation provides an interdisciplinary approach to evaluate changing media trends in Latin American youth culture. I argue that cultural influence of the United States and the rise of global neoliberalism have informed the production, reception, dissemination, and identity formation of this segment of Chilean society. This dissertation is organized into four chapters. Chapter 1 provides a historical contextualization of political and economic changes in Chile as well as the literature review and theoretical foundation for my analysis. Chapter 2 contends that the class-consciousness spectrum in Chilean television and film works as a reflection of consumption behavior and identity formation in youth that has been informed by a U.S. neoliberal agenda. Chapter 3 studies one particular young Chilean, Germán Garmendia, and his popular YouTube channel, "Hola Soy German," to argue that the spreadable and invisible factors that inform his global success as a grassroots, "latino" vlogger can be traced to U.S. digital commercialism. And lastly, Chapter 4 highlights digital texts of the student organization, "Chile Siempre," and their stylized performance of moral values through mediatized and digitalized spaces in order to reveal U.S. religious and cultural interventionism through evangelical missionaries in Chile. The triangulation and interdisciplinary approach of these texts expose a consistent history of political, economic, and religious transculturation and calls into question U.S. cultural influence in Chile that continues, while not overtly, to manifest in new media forms.

This study sought to analyse critically the discourse of pupils’ disaffection captured in the views of a teacher, a Learning Mentor and a group of six pupils from key stage 4 at a secondary school in south London. The analysis examined how some pupils acquired the label ‘disaffected’ and considered the extent to which dominant curriculum ideologies and power relations between teachers and pupils contributed to pupils’ disconnection from learning. Additionally, the study examined the effectiveness of the Alternative Education project organised by the school in a bid to engage disaffected pupils in learning. The corpus of data was generated through a combination of semi-structured one to one interviews and a focus group interview. Drawing on Fairclough’s (1989, 2001, 2003) approach to Critical Discourse Analysis (CDA), excerpts from the data were chosen on the basis of their salience to the key themes of the study to describe, interpret and explain the opaque and contradictory discourse of disaffection. The teachers’ narratives largely located explanations for pupils’ disconnection from learning in pupils’ cognitive, emotional and behavioural pathologies or the influence of a moral underclass culture in their communities. The pupils’ counter-narratives suggested that their disengagement was a rational response to a perception of de-motivating curricula and disrespectful teachers, resulting in a counter school culture, where resistance accorded status among peers and compliance with teachers’ demands for conformity earned the derisory label ‘Neek’. The teacher’s narrative also revealed that curriculum overload and the preoccupation with attainment targets posed significant challenges in his attempts to engage disaffected learners. However, the success of the Alternative Education Programme highlighted the importance of flexibility and positive educator-pupil relationships in capturing and sustaining the interest of learners. It is argued that an adequate analysis of the determinants of disaffection ought to consider the impact of instrumentality in education on relationships in the situational, institutional and societal contexts of schooling. Furthermore, the significance of class, ethnicity and gender on the academic under-achievement of black working class boys, can not be overstated.

A juventude tem representado, e carrega implicitamente, uma expectativa e sentimentos de renovação. É a partir do olhar individualista e das grandes mudanças históricas e sociais engatilhadas pela modernidade que as atenções se voltaram para as gerações mais novas atribuindo-lhes tanto o significado de fase preparatória quanto de continuidade da vida. Esta idéia de \"vir-a-ser\" projeta sua função para o futuro e estabelece as culturas de um determinado mundo adulto como dignas de alcance. Desta forma, as culturas juvenis, que em alguma medida buscam espaços de expressão própria, por isso mesmo, têm sido caracterizadas como rebeldes e transgressoras. Tais adjetivações comumente fundamentam-se em explicações biológicas e deterministas. Atualmente, por conta da nova configuração global que organiza a sociedade, a aproximação de culturas diferentes tornou-se inevitável, criando assim espaços de lutas entre a cultura hegemônica e a cultura até então alheia aos espaços e instituições de domínio público, das quais se destaca a escola. Assim, o foco deste estudo recaiu no reconhecimento dos saberes dos diversos grupos sociais que recentemente adentraram à escola e que, historicamente, têm assistido a negligência curricular do seu patrimônio cultural corporal, embora, como se constatou, isso não ocorra de forma passiva, silenciosa e sem conflito. Para tanto, foi desenvolvida uma pesquisa de cunho qualitativo de tipo etnográfico que visou identificar, por meio de questionamentos a grupo focal, o repertório cultural corporal juvenil pertencente a um grupo socialmente desprivilegiado tomando-se como referência o critério econômico. O material coletado foi confrontado com a construção teórica advinda da teorização cultural. O reconhecimento e análise do patrimônio corporal desse grupo social nos permitiram a apresentação de alguns encaminhamentos para a construção de uma proposta curricular de Educação Física na perspectiva sociocultural. / Youth has represented, and implicitly carries, an expectation and feelings of renewal. It is through the individualistic view and the great historical and social changes triggered by modernity that attention turned to the younger generations attributing the meaning of the preparatory phase in relation to the continuity of life to them. This idea of \"to become\" projects the function of youth to the future and establishes the cultures of a certain adult world as worthy of being achieved. This way, the youth cultures that in some way search for means of self-expression, and for that reason have been characterized as rebels and transgressors. These adjectives usually are based on biological and deterministic explanations. Currently, due to the new global configuration that organizes the society, an approach of different cultures has become inevitable, creating therefore space for conflicts between the hegemonic culture and the culture which until now was unaware of the spaces and institutions of public domain, of which the school is in the highlight. This way, the focus of this study came under the scrutiny and recognition of the knowledge of several social groups who recently entered the school, and that historically, have observed the neglect of its corporal cultural patrimony in the curriculum, even though, as noted, this does not occur in a passive way, silently and without conflict. Therefore, a qualitative research of ethnographic type, was developed which intended to identify the youth\'s corporal cultural repertoire belonging to a socially unprivileged group, through questioning of a focal group, using the economic criterion as a reference. The material collected was confronted with the theoretical construction originated from the cultural theory. The recognition and analysis of the corporal patrimony of this social group allowed us to present some follow-ups for the construction of a Physical Education curricular proposal in a social and cultural perspective.

<p>Youth culture and social problems associated with youth groups have existed for decades. We have chosen an explorative case study design to highlight young people's revolt against parents and society and how society has dealt with social problems of youth and how those were perceived. “Raggare” were considered a major social problem in society. The material in the study comes from eight qualitative interviews and literature of previous research of the current youth culture. The material also comes from a document study, which shows the social problems in connection with the youth cultures celebration of the midsummer festival in Öland. We have analyzed and clarified the image of “Raggare” past and present and found mechanisms that changed the “Raggare” culture from being a major social problem to the accepted as a pastime today. Our theoretical framework builds on previous research of the current youth culture, subcultures, deviant, symbols and symbolic interaktionism. We assume that theorist Zygmunt Baumans discussion of "we" and "them", Stanley Cohens term "moral panic" and Erving Goffmans dramaturgical perspective reflect our study in an informative approach.</p>

The main objective of tbis dissertation is to study the media discourse on youth as it appeared in the Swedish region of Norrbotten during the postwar period. It discusses changes in ways of thinking and talking about youth against the background of modernization in the region. The data consists of artides from two locai newspapers. Norrbotten is geographically peripheral to the center of Sweden; it is also one of the few border regions of the country. The entire area — but particularly Tornedalen, which borders Finland - has a history of unemployment, problems related to infrastructure, and cultural conflicts. This study relates the discourse on youth to the tensions within such dichotomies as modem and traditional, urban and rural, and global and local. While the view of the media as constructors of social reality influences the theoretical perspective of the study, it is not meant to imply that the media create reality on their own. Rather, it is assumed that they are "co-producers" of reality and that journalistic texts serve as specific expressions of the predominant cultural codes in a culture and/or a given period of time. The dissertation presents case studies of four decades — the 1930s, 1950s, 1970s and 1980s — and focuses on the texts, as well as the contexts of the discourse surrounding Norrbotten youth. Following discussions of both the media messages and their sociohistorical contexts, it concludes that the debate about "today's youth" often serves as a forum in which society can express its hopes and concerns for the future. With theoretical concepts such as modernity and generation as a starting point, this dissertation further examines these results. In these discussions, modernity's duplicity stands out. On the one hand, youth are viewed as the bearers of what could be called romantic modernity and on the other, as provocateur in regard to the classical, rationalistic modernity's puritanical ideals and its moral entrepreneurs. The relationship between the generations is also symptomatic of modernity as a whole. With that, youth does not necessarily have to symbolize change in terms of rationality. In other words, provocation can spring from any deviation from the norms of change and progress established by the classic approach to modernization. Furthermore, the dual view of youth, that is, the prevailing tendency to describe them, simultaneously, as symbols of a belief in the future and degenerates, is typical for modernity. Consequently, the duality of the view of youth mirrors an ambivalent attitude to an ambivalent modernity. / digitalisering@umu

Youth culture and social problems associated with youth groups have existed for decades. We have chosen an explorative case study design to highlight young people's revolt against parents and society and how society has dealt with social problems of youth and how those were perceived. “Raggare” were considered a major social problem in society. The material in the study comes from eight qualitative interviews and literature of previous research of the current youth culture. The material also comes from a document study, which shows the social problems in connection with the youth cultures celebration of the midsummer festival in Öland. We have analyzed and clarified the image of “Raggare” past and present and found mechanisms that changed the “Raggare” culture from being a major social problem to the accepted as a pastime today. Our theoretical framework builds on previous research of the current youth culture, subcultures, deviant, symbols and symbolic interaktionism. We assume that theorist Zygmunt Baumans discussion of "we" and "them", Stanley Cohens term "moral panic" and Erving Goffmans dramaturgical perspective reflect our study in an informative approach.

The dominant ideology driving the current educational reform movement positions adolescents as deficient in basic literacy skills. To address this deficiency, the trend has been to implement high-stakes standardized literacy tests and increase accountability to schools for developing basic literacy skills. Opposing this Discourse of "deficient youth," literacy researchers have moved to adolescents' cultural spheres of life beyond school to discover that traditional structures for teaching literacy appear to have resulted in a growing dissonance between literacies that take place within schools and those employed by youth in their personal worlds.This research was conducted to explore how adolescents constructed and represented themselves through "literate youth" Discourses within a service-learning community of learners, in order to understand the potential ways a service-learning instructional approach builds from adolescents' personal literacies to engage youth in litera cy practices in school contexts. Framed by the convergence of sociocultural theory, Discourse theory, and a multiple worlds model of adolescence and a critical ethnographic multiple case study design, this study examined the literate lives of 11 urban middle school students engaged in an environmental service-learning club. The multiple sources of data collected across various contexts during the course of this year-long study included: (1) ethnographic field notes; (2) home/family interviews; (3) visual data (video, photographs); (4) student interviews and focus groups; and (5) teacher interviews. Analysis of the data was conducted by combining Critical Discourse Analysis and event mapping to account for both the observable literacy practices and the driving ideological motivation for enacting these practices. The findings demonstrate that the this service-learning community represented a Third Space where personal and academic literate Discourses worked together to negotiate new know ledge, new Discourses, and new forms of literacy. These Third Space literate Discourses were constructed through a process of negotiation between three elements of the literate events: power, practices, and positions. By mapping levels of engagement with the various outcomes of these negotiations a Service-Learning Model of Engagement was constructed. This model serves to challenge previous notions of literacy engagement by emphasizing the interaction of various dimensions of engagement: voice, relevance, and knowledge. As a starting point from which to further theory on how service-learning as a pedagogy may support literacy learning for adolescents, this study provides evidence that service-learning contexts may serve as alternative spaces to engage students in using literacy in school settings, if these three dimensions are considered. Similarly, this study also suggests that service-learning contexts can serve as spaces where students can learn new literate Discourse with and from each other.

My study seeks to fill a void in Cold War historiography by situating the emergence of 1950s youth culture in the context of containment culture, evaluating the form and extent of youth's cultural 'rebellion'. The pervasive cultural discourse of 'containment', which operated as both a foreign policy to restrict the Soviet Union's sphere of influence and a domestic policy to stifle political dissent, mandated that America propagate an image of social harmony and political plurality during the early years of the Cold War. Yet the emergence of a rebellious youth culture in the middle of the 1950s challenges the notion that America was a 'consensus society' and exposes the limitations and fissures of the white middle class hegemony that the containment narrative worked to legitimate. In examining the rise of rock n roll, the emergence of the drive-in theatre as a "teen space," and the significance of "style" to the galvanization of 1950s youth culture, this study examines the ways in which youth culture of the period variously negotiated, resisted, and accommodated containment culture.

The skinhead subculture is a global phenomenon – like many other youth subcultures.. Thus, the research question arises – which features of a skinhead’s identity emerge in the local environment of the Lithuanian society, and in which manner? Is the identity of a Lithuanian skinhead exceptional? The aim of the research was to reveal the peculiarities of right-wing skinheads’ identity, the motivation for choosing such identity, and the character of skinheads’ social activity. The work is based on empirical material collected during 2004–2013. The methods included an in-depth interview, a questionnaire survey, an integrated observation, and collecting visual material (photo and video) revealing the expressions of the subculture. The visual material presented in skinheads’ Facebook accounts was analyzed. The study was conducted by applying the induction technique where issues and individual and group aspects of identity and behavior characteristic of the skinheads were obtained from the available data. The study showed that the ideas characteristic of Lithuanian right-wing skinhead ideology are patriotism, nationalism, racial nationalism, as well as racism and neo-Nazism. Masculine values – strength, courage, fortitude and physical resilience, and ability to defend one’s ideas with force – occupy an important position on the list of skinheads’ values. In addition to characteristic internationally used elements, Lithuanian skinheads’ subcultural style is complemented with local –... [to full text] / Skinhedų subkultūra, kaip ir daugelis kitų jaunimo subkultūrų, yra globalus reiškinys. Pastebėta, jog ši subkultūra reflektuoja lokalios visuomenės problemas. Kyla klausimas –kokie ir kaip skinhedo tapatybės bruožai atsiskleidžia lokalioje Lietuvos visuomenės aplinkoje? Šio Tyrimo tikslas – atskleisti dešiniųjų skinhedų tapatybės bruožus, jos pasirinkimo priežastis ir skinhedų socialinio aktyvumo pobūdį. Tyrimas grindžiamas 2004 – 2013 m. surinkta empirine medžiaga. Buvo imami giluminiai interviu, pasitelktas klausimynas, integruotas stebėjimas; surinkta vaizdinė medžiaga, atskleidžianti subkultūros išraiškas (nuotraukos, filmai), analizuota socialinio tinklapio „Facebook“ paskyrose pateikta vizualinė medžiaga. Tyrimas buvo atliekamas indukciniu metodu, kai skinhedams būdingos problemos ir įvairūs jiems būdingi individualūs ir grupiniai tapatumo bei elgesio aspektai iškeliami iš duomenų. Tyrimas atskleidė, jog Lietuvos dešiniųjų skinhedų ideologijai būdingos patriotizmo, nacionalizmo, rasinio nacionalizmo, o taip pat rasizmo, neonacizmo idėjos. Svarbią reikšmę skinhedų vertybinėje skalėje užima maskulinistinės vertybės: jėga, drąsa, psichologinis ir fizinis tvirtumas, gebėjimas jėga apginti savo idėjas. Skinhedų subkultūrinis stilius be tarptautiniam stiliui būdingų elementų, Lietuvoje papildomas vietinės kilmės – nacionaliniais atributais. Visų trijų identiteto bruožų – ideologijos, maskulinistinių vertybių, ir skinhedų stiliaus visuma – apibūdina asmenį kaip dešiniosios... [toliau žr. visą tekstą]