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Are the kids alright? Relating to representations of youth

Corcoran, Timothy 2017, Are the kids alright? Relating to representations of youth, International journal of adolescence and youth, vol. 22, no. 2, pp. 151-164, doi: 10.1080/02673843.2014.881296.

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Title Are the kids alright? Relating to representations of youth
Author(s) Corcoran, TimothyORCID iD for Corcoran, Timothy orcid.org/0000-0002-4567-8726
Journal name International journal of adolescence and youth
Volume number 22
Issue number 2
Start page 151
End page 164
Total pages 14
Publisher Taylor and Francis
Place of publication Abingdon, Eng.
Publication date 2017
ISSN 0267-3843
Keyword(s) discourse
popular music
relationship
social constructionism
Summary Initiatives aimed at promoting young people's well-being potentially conflict with more traditional modes of adult/youth relationship privileging adult authority. For example, teaching practice has shifted from teacher to student-centred, a move that can be attributed at least in part to the acknowledged importance of empathetic teacher-student relationship to the well-being of students. This discussion considers an area of sociocultural practice with the potential to inform understandings of youth and their relationships with adults: How youth have been discursively represented in a sample of popular music spanning the five decades from the 1960s to the 2000s. The analysis, in the first instance, demonstrates how popular culture supports and maintains discernible social relationships, sustaining what is identified here as a normative control-contest binary. A direct challenge to commonplace notions of authority and well-being follows, offering opportunities to theorise a different kind of psychosocial action.
Language eng
DOI 10.1080/02673843.2014.881296
Field of Research 170113 Social and Community Psychology
1608 Sociology
Socio Economic Objective 930104 Moral and Social Development (incl. Affect)
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084401

Document type: Journal Article
Collection: School of Education
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