Teacher and youth identity

Muhammad A’kashah Shahrul AriffNur Hayana Saidan

Nor Fadhilah Yanti Abdul ManaffNur Hidayah Muhamad Saleh

Shazrina Ngatemin

Learning objectives:By the end of this session, you should be able to:Demonstrate understanding of the concept of

youth culture and subcultureDetermine and differentiate between different

types of youth subculture available in Western society

Explore the variety of youth culture in MalaysiaDevelop awareness and apply understanding of

youth culture in the context of role as a teacher

Teacher and Youth Identityhttp://www.youtube.com/watch?v=eVTXPUF4

Oz4&ob=av2eWhat do you listen to when you were young

and why?Youth culture:

Making friendsForm groupsDoing activities togetherHave names for their groups. *Cultural

grouping

Andrew Pollard (1984) found that children aged between eight and twelve could be identified according to their group.(goodies , jokers , gangs)

Other research also shows cultural groupings among students in secondary and high schools such as: Bob Connell (1989), divisions within male peer

groups as ‘cool guys, swots and wimps’Pamela Nilan (1992), describes four categories

of female friendship as ‘kazzies, DBTs, tryhards and originals’.

Teacher and Youth Identity ‘Budaya Remaja’

How do you feel about them now? School visits.

Lets understand ourselves...

Kehily, M.J. (2003) Youth Cultures, in M.J Kehily and J Swann, Children's Cultural Worlds.

Activity 1Pieces of paper with a sentence in each is

given.Your task is to recreate the text from

them.Make sure you understand what your text

is about.There is no right or wrong text.Raise your hand when you finished or if

you need any help.

Activity 1In your group, find someone who has the

same pieces of sentences as you do and compare your text with them.

Raise your hand if you need help.

Activity 1In your group, find someone who has a

different pieces of sentences than you have and read the text that he/she has made.

Have him/her explain it to you if you don’t understand a certain thing.

Raise your hand if you need help.

Summary of Activity 1 on Youth CultureThe cultures that are available to a child, or youth, depend on

the period that he, or she, grew up in.

Socio-economic background and the children’s ideas can contribute to the cultures at the time.

Cultural grouping children affiliate with in school play an important role in shaping their lives and futures.

The cultures provide youth with ways of making sense everyday experience.

Often identified at time of key cultural and soietal change.

Subculture… a term created by researchers to help in

understanding youth culture.Definition of subculture given by O’Sullivan

(1994) and Thornton (1997): … ‘… subcultures are significant and distinctive

negotiations located within wider cultures…’ O’Sullivan (1994)

‘The defining attribute of ‘subcultures’ lies with the way the accent is put on the distinction between a particular cultural/social group and the larger culture/society.’ Thornton (1997)

SubcultureFrom Cohen (1995), subcultures arise when

people with similar problems get together to look for solutions.

Summary for Subculturedistinct cultural group within society.can help us to understand differences between young

people.offering some insight into the views of young people.may have underground or marginal status within society.may challenge the conventions of the wider society.may be regarded as transgressive or oppositional.may be marked by a distinctive style.Members of a subculture do not regard themselves as

victims.Its activities and practices may be exciting and

pleasurable.

What can you get from knowing a Subculture?Pupil’s interestSocio-economic backgroundPupil’s personalityTeaching methodsEtc.

SupplementKey readings in webCT PGCE, School and

Society, Education for Social Justice: Teacher and Youth Identity:Kehily, M.J. (2003) Youth Cultures, in M.J Kehily and J

Swann, Children's Cultural Worlds.Explains in more details about youth culturesEvidence from research papers

Youth subculture in Western society

Learning objectives:By the end of this slot, you should be able to:Explore and differentiate between different

types of youth subculture available within Western society

Relate the importance of social cultural aspect of youth in shaping their identities

Kehily, M.J. (2003) Youth Cultures, in M.J Kehily and J Swann, Children's Cultural Worlds

Youth subcultur

e

Roles to youth

development and identity

Specific examples

General concept and

ideas

Inside and outside School ??

Factors affecting

Why do youth decide to create their own distinct culture within the society?

Why do varieties of different culture exist?

Youth subculturesPrefix Sub- smaller groups created within

broader cultureExist since early 20th centurylate 1940s in Jamaica, 1960s in Britain and

1970s in south AfricaDangerous and challenging activityDifferent characteristics shown between

subculture

Within School society…

In pairs…discuss (3 minutes)your group of friends at school. What are they like?

What do you do together? What do you talk about? What do you do at lunch time and recess?

other friendship groups at school and what they are like, how you see them? How would you describe the way they behave? Give specific examples, if you can.

Are certain groups considered to be more popular than others? why?

Do you choose to label yourself or are labeled by others?

Reflect and share…activity

Andrew pollard(1984) in UK secondary schools:

children aged between eight and twelve could be identified according to their membership of child groups within the school.

Pollard suggested that there were three sub-groups and defined them as: ‘ goodies, jokers and gangs'.

• Goodies: a large group of children - boys and girls - who had a positive attitude to school and were of moderate ability.

• Jokers another large: mixed gender group who were seen to be academically able, good at sport and popular with teachers and peers as members of sporting teams or the school choir and as house captains.

• The gang: group of girls who were less academically successful, played rough and tumble games, often with boys, and drewupon sexual themes in many of their exchanges.

In Australia: Bob Connell (1989)

identified and documented the divisions within male peer groups as 'cool guys, swots and wimps‘

Pamela Nilan (1992)describes four categories of female friendship as ‘ kazzies, DBTs, tryhards and originals‘

•kazzies - girls from ethnic minority backgrounds, usually Greek, wholive in less fashionable parts of town and dress in ways that emphasizetheir femininity;• DBTs - Double Bay Trendies - middle- and upper-middle-class girls,living in exclusive suburbs, attending private schools and dressing incasual but expensive clothes to achieve an American college look;• tryhards - girls in either of the above categories who simply try too hardto possess style and achieve the look, but never quite get there;• originals - girls who embody a style and a look that is recognized asindividual, distinctive and eclectic, setting fashion rather than followingfashion.

http://www.tandfonline.com/doi/abs/10.1080/0142569920130204

http://www.tandfonline.com/doi/abs/10.1080/0305498890150309

Wayne Martino (1999) Co-educational high school in Perth, western Australia

Boys group themselves by the factor of masculinity

1. Cool : ‘cool boys’ were actively involved in football and had a high profile at the particular school

2. Party animals : they had a reputation for smoking marijuana and getting drunk at parties

3. Squids 4. Poofs

http://www.tandfonline.com/doi/pdf/10.1080/01425699995434

What are the main factors?

Styles/appearance

Achievement and

involvement-in class or

school(interest, aspirations,

values)

gender

Background/ social class /ethnicity/lo

cation

Defining features:

Culture and identity…

Think and share..activityIn groups, discuss (3 minutes)

What effect does this issue have on youth?

Does this issue can also be related to behavior for learning?

IDENTITY : WHO WE ARE??

Specific examples within broader society.

Beyond school..Are they different??

PUNK

Emerged in the UK, US and Australia in the mid-1970sDrew inspiration from several strains of modern

art. The formation of the punk was influenced by various writers, books and literary.Centred around listening to recordings or live

concerts. Most of their songs are short, have simple and basic arrangements using relatively few chords – expressing their values and ideologies.Ideologies – individual freedom and anti-

establishment views.Fashion – outrage others with the highly theatrical

use of clothing, hairstyles, etc.Their artwork usually straightforward.Punks can come from any social class. Gender equalist

SKINHEADS

Emerged in 1960s – originated among working class youths in the UKNamed for their shaven heads – was primarily

based on fashion, music and lifestyle.Style of dress-a kind of caricature of the model

worker – mods influenced style to less-strict punkLate 1960s – engaged in violence against South

Asian immigrants – led them to become anti-racist and leftist skinheads.Attitudes toward race and politics have become

factors - Appeared to represent the concerns of the present couched in the myth of the past.The story behind their anger oppressed by the environment (e.g.: police and

legal system, school and youth clubs, social workers)

felt alienated and besieged the feeling of marginalization, dispossession and

dislocation

RASTAFARIANS

A religious group that emerged in JamaicaMotive – a way of making sense of the experience

of being poor and blackRastafarianism – appealed to the young,

particularly young malesCombined elements of Jamaican culture with the

Bible to create new meanings which articulated black experience in direct waysAfrica as a spiritual home and a potent symbol of

loss, desire and hope

DUCKTAILS

A group of white males with a distinct style and attitude that emerged within the context of socio-economic‘Ducktail’ is to describe the hairstyle favoured

by the group – was popular during the 1950sMany parallels with the skinheads cultureBut compare to skinhead, this group sharing

the racism

HIPPIES

Originally a youth movement that arose in the US during the mid 1960s. Composed mostly of white teenagers and young adults between the ages of 15 -25The word ‘hip’ came from African American culture

and denote “awareness”Hippie fashions and values had a major effect on

cultureLong hair, long dresses, wear a lots of velvet and

patchouli oilTheir ethos influenced The Beatles and others in the

UK and Europe.The religious and cultural diversity adopted by the

hippies has gain acceptanceGo against wars, governments and ‘selling out’.Medium/ways of expressing their feelings, protests

and vision of the world and life.

Thinking activityExplore ideas about youth identity and culture within

broader societyIn groups:Assign a secretary to note down ideasEach group will be given an envelope containing

pictures.Based on the pictures and of course the background

history presented, try to put yourselves in their shoes and answer all question in the next slide as best as you can.( 5 minutes)

Then, each group need to present their ideas to the whole class where the person with odd stick will lead the presentation.(10 minutes)

Questions..These are some questions that you might want to think

about.If you had been given a chance to re-create the group; What probably the best things for you to do. Is there any

features that you want to change. What and why? Give your reasons.

Relation to shaping identity? Is what you choose reflects what you think?

What defining you? How to recognize / differentiate any particular features? Is it matter to be different with others?

Is there any factors affecting varieties? Differences between boys and girls?

ReflectWhat we have in our youth culture today?Is the group you re-create somehow reflect

your inner thought?Is there any significant differences to the

past?If you happen to encounter with teenagers

with such identity, what would your reaction be?

Conclusion activity..

Factors for emergence of youth subculture??

- Social-economic background (class/gender/ethnicity)

- Time (period you grew up)

- Location (place/area/neighborhood)

Youth subcultures in

MALAYSIA

Malaysian Youthspeak

“We are told that the future is in our hands, while at the same time, our right to decide what is good and what is bad has been taken by people who think they know better.”

“We are asked to be independent and mature, but we are being treated like children who cannot be depended on to make serious decisions. Most people fail to see that the teenage life is more than just a growing process, it is completely different style –and DIFFERENT is the keyword here.” Zawawi Ibrahim, UM

Therefore…..

Emergence of Malaysia youth subcultures according to

the various kind of activities

Express their feeling into action

In group, discuss the style of this subculture in the term

of:

1) Fashion of dressing2) Location of hang out 3) Ways of talking4) Social class and ethnicity Or simply share a story of your experiences (or

your friends experiences) when joined this

subculture.

1) Various music subcultures e.g. : # rap/ hip-hop/ R&B # heavy metal—black metal (start famous

in 2003) # punk

#rock and roll

2) Shopping Mall culture - ?? Increase of shopping malls in urban area and promotions every year

- Increase amusements games including bowling, cinema, etc

3) Mat rempit culture - dominant by teenage boys - term used for person who involved with

the illegal/ racing and do dangerous stunt at public

road

4) K-Pop culture- Music genre includes hip hop/pop/rock/R&B- Resulting in fashion style of korean idol group

and singer

5) blogging, social networking, v-logging culture

- Used as medium to express ideas and opinions- ??Interest- ??Friendship

6)Graffiti and shuffle*Graffiti - painted/marked on any property - way of youth express their talent in

art

*Shuffle- street dance

What you’ve know so far?

UK MALAYSIA

Are they similar?

Have you heard aboutThe Way Forward- Malaysia Vision 2020

Try focus on teacher’s context….

Activity: Linking the knowledgeHere are some ideas….

The vision calls for nation to achieve a self-sufficient industrialised nation by the year 2020 through nine strategies:

(1) Establishing a united Malaysian nation with a sense of common and shared destiny.(2) Creating a psychologically liberated, secure, and developed Malaysian society.(3) Fostering a democratic society.(4) Establishing a fully moral and ethical society.(5) Establishing a mature liberal and tolerant society.(6) Establishing a scientific and progressive society.(7) Establishing a fully caring society and a caring culture.(8) Ensuring an economically just society.(9) Establishing a prosperous society

Malaysia Vision 2020

Source:

Source:

Education is to play an important role in helping the country to meet the above challenges of becoming a developed nation. Specifically, education is perceived as promoting national unity, social equality, and economic development. Education is an instrument for promoting and strengthening national integration by inculcating a common and shared destiny among the different ethnic groups, removing racial prejudices and encouraging cultural tolerance, and establishing the use of a common national language,that is, Bahasa Malaysia. As an agent of social equality, education is to promote social consciousness and social justice by providing equal educational opportunities. Education is seen as a means for social mobility which forms one of the avenues for income redistribution and restructuring the Malaysian society economically. The education system has an important role to play in supplying human resources for economic growth. Besides economic prosperity, the schools are to help in developing a caring society.

YES!It is the role of 

EDUCATION

But… why is education ?

You are the KEY

Moral IssuesSocial Problems

Conflict Identities

Poor academic achievement

What makes you a good teacher?

The true teacher accepts all students

Resource: Ernest O. Melby from his bookThe Teacher and Learning, 1963

A teacher says: “I can accept my good students, those who behave and do good work, but I can’t accept those who no not work, who have the wrong attitude and cause me trouble.”

Kike, a member of the gang ‘The Shadow’

I think it’s wrong when people say that we’re thieves, drug addicts, and so on. Because a thief is different from a gang member, and a junkie is different from a gang member.

Street kids are different, too. People shouldn’t judge us by lumping everybody together. Gang members don’t get along with thieves. Sometimes, of course, we steal, but we

don’t steal like professional thieves. For thieves it’s their job. We steal only occasionally, let’s put it that way. For me, people who say that we’re dirty swines are wrong. They should put themselves in our shoes and then they would know

eventually what we are.

All Youth Have a Voice…

Voice of YouthWebsite: http://voicesofyouth.org/http://www.underconsideration.com/brandne

w/archives/new_voice_for_voices_of_youth.php