Hybridised world-kids: youth cultures in the postmodern era (Dr. Tina A.C. Besley 2003). Introduced by Willie J. Jones III EDUC 714 June 08, 2013. Categorizing Kids. Understand youth and improving how we deal with kids in school. Accept “truth” of dominant discourses
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Introduced by Willie J. Jones III
June 08, 2013
Term became popular in the late 1980’s.
Describe a multifaceted historical process that has positive and negative consequences.
Includes: Economic, Cultural, Political, Ecological, Communication.
A host of transnational organizations drive globalization,
Intercultural communication becomes increasingly important.
Allan Luke argues that new tools are needed to explain and understand “a set of new unprecedented historical phenomena and new “social facts” or globalized, multi-lingual/muti-cultural, post-fordist, post-everything cultures, economies and communities” that make the humanist theory of self, developmentalism behaviorism, cognitive theory and other theories obsolete.
He points out that program would be an afterthought based on some concepts of a universal human subject, who’s usually white, male, and middle class.
Societies have changed after WWII.
Fredric Jameson believes “that the emergence of postmodernism is closely related to the emergence of the new moment of late, consumer or multinational capitalism.
Change contributed to the postindustrial society under late capitalism, to a consumer society influenced and dominated by multinational corporations rather than nation states , to an interlinked globalized world that is characterized by media and technology.
Through the impact of globalizing effects of information technology, postmodern marketing, consumerism and mas media, adolescent perceptions, expectations and experiences in many countries are linked and sometimes become homogenized such that a postmodern youth culture is, arguably emerging.
Contrary to the all-knowing teacher, and in the manner that threatens traditional lines of teacher authority, there is an unprecedented dilemma for many teachers when the kids probably know more about the informational technologies than most teachers.
How have the traditional academic notions been challenged in the globalization of education?
How are institutions, curricula, and educators who ignore this all risk irrelevance?
Besley, A.C. (Tina) (2003), Giroux, H. A. (1998). Luke, A (2000), Lesko, N (1996), Nava, M. (1991)