Pub Date : 2023-02-01eCollection Date: 2023-01-01DOI: 10.1093/psyrad/kkad001
Christian Montag, Benjamin Becker
The smartphone represents a transformative device that dramatically changed our daily lives, including how we communicate, work, entertain ourselves, and navigate through unknown territory. Given its ubiquitous availability and impact on nearly every aspect of our lives, debates on the potential impact of smartphone (over-)use on the brain and whether smartphone use can be "addictive" have increased over the last years. Several studies have used magnetic resonance imaging to characterize associations between individual differences in excessive smartphone use and variations in brain structure or function. Therefore, it is an opportune time to summarize and critically reflect on the available studies. Following this overview, we present a roadmap for future research to improve our understanding of how excessive smartphone use can affect the brain, mental health, and cognitive and affective functions.
{"title":"Neuroimaging the effects of smartphone (over-)use on brain function and structure-a review on the current state of MRI-based findings and a roadmap for future research.","authors":"Christian Montag, Benjamin Becker","doi":"10.1093/psyrad/kkad001","DOIUrl":"10.1093/psyrad/kkad001","url":null,"abstract":"<p><p>The smartphone represents a transformative device that dramatically changed our daily lives, including how we communicate, work, entertain ourselves, and navigate through unknown territory. Given its ubiquitous availability and impact on nearly every aspect of our lives, debates on the potential impact of smartphone (over-)use on the brain and whether smartphone use can be \"addictive\" have increased over the last years. Several studies have used magnetic resonance imaging to characterize associations between individual differences in excessive smartphone use and variations in brain structure or function. Therefore, it is an opportune time to summarize and critically reflect on the available studies. Following this overview, we present a roadmap for future research to improve our understanding of how excessive smartphone use can affect the brain, mental health, and cognitive and affective functions.</p>","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"55 1","pages":"kkad001"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10917376/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81251156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1080/00131946.2023.2169692
Jinan El Sabbagh, Corinne Schwarz
Abstract The P-16 classroom, already a space of potential conflicts and contradictions, gained new levels of complexity with the overlapping crises of 2020 onward: the COVID-19 pandemic; police brutality and corresponding “summer of abolition;” book and mask bans; and anti-critical race theory and anti-social emotional learning legislation. In this paper, we respond to these crises with collaboration through the concept of interdependency. Using disability and transformative justice organizer Mia Mingus’s definition of interdependency, we argue that an interdependent classroom can be a way out of narratives of atomized disconnection. Interdependency sees an individual’s survival as inherently connected to a larger community, emphasizing solidarity over the illusion of independence. Inspired by duoethnographic methods, we share our own reflections as students and teachers in classrooms where connection may or may not have been present. We find that, though we cannot go back to “normal,” we can go forward into new classroom context where white supremacist ideologies do not shape students’ and teachers’ shared learning experiences. Instead, interdependence can serve as a form of creative resistance to the more implicit forms of harm embedded in educational experiences, opening up platforms to counter marginalization and speak against what has been traditionally silenced.
{"title":"Classroom Communities, Pandemic Portals: Rethinking Solidarity Through Pedagogy and Practice","authors":"Jinan El Sabbagh, Corinne Schwarz","doi":"10.1080/00131946.2023.2169692","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169692","url":null,"abstract":"Abstract The P-16 classroom, already a space of potential conflicts and contradictions, gained new levels of complexity with the overlapping crises of 2020 onward: the COVID-19 pandemic; police brutality and corresponding “summer of abolition;” book and mask bans; and anti-critical race theory and anti-social emotional learning legislation. In this paper, we respond to these crises with collaboration through the concept of interdependency. Using disability and transformative justice organizer Mia Mingus’s definition of interdependency, we argue that an interdependent classroom can be a way out of narratives of atomized disconnection. Interdependency sees an individual’s survival as inherently connected to a larger community, emphasizing solidarity over the illusion of independence. Inspired by duoethnographic methods, we share our own reflections as students and teachers in classrooms where connection may or may not have been present. We find that, though we cannot go back to “normal,” we can go forward into new classroom context where white supremacist ideologies do not shape students’ and teachers’ shared learning experiences. Instead, interdependence can serve as a form of creative resistance to the more implicit forms of harm embedded in educational experiences, opening up platforms to counter marginalization and speak against what has been traditionally silenced.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"221 - 235"},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46208820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.1080/00131946.2023.2169694
Erin Dyke
Abstract This study examines the collective labor of imagining one educational world among myself and six middle-income, racially- and gender-diverse six- and seven year-olds via a two-year critical participatory ethnography of a six-family (including my own) pandemic cooperative—Fake School, as the kids playfully named it. Fake School was initially a semester-long temporary stopgap to arrange shared childcare amid remote learning that became a two-year collective project through the uncertainties and surges of the pandemic. Drawing on Stallybrass and White, I use carnival as an analytic to explore the verticalist imaginary of the education-based mode of study. I seek to narrate our Fake School situated within the broader context of the predominating notions of normalcy that delimit possible futures for public education. I suggest that the emergent educational world we briefly created offers important insights for authorizing young children’s perspectives on the future of education.
{"title":"Carnival and the Fake School: Transgressing the Vertical Imaginary of Education with and for Young Children","authors":"Erin Dyke","doi":"10.1080/00131946.2023.2169694","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169694","url":null,"abstract":"Abstract This study examines the collective labor of imagining one educational world among myself and six middle-income, racially- and gender-diverse six- and seven year-olds via a two-year critical participatory ethnography of a six-family (including my own) pandemic cooperative—Fake School, as the kids playfully named it. Fake School was initially a semester-long temporary stopgap to arrange shared childcare amid remote learning that became a two-year collective project through the uncertainties and surges of the pandemic. Drawing on Stallybrass and White, I use carnival as an analytic to explore the verticalist imaginary of the education-based mode of study. I seek to narrate our Fake School situated within the broader context of the predominating notions of normalcy that delimit possible futures for public education. I suggest that the emergent educational world we briefly created offers important insights for authorizing young children’s perspectives on the future of education.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"124 - 144"},"PeriodicalIF":0.9,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48068741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-25DOI: 10.1080/00131946.2023.2169693
Briana M. Bivens
Abstract In this article, I position federal policy as a shaper of familial life capable of capacitating new forms of relationality. I review three key child and family provisions in the Build Back Better social policy package proposed by the Biden administration: the expanded child tax credit, universal pre-K, and the expansion of federal childcare subsidies. I trace the sociopolitical context surrounding Biden’s endorsement of these child and family care provisions, highlighting how socialist and abolitionist organizing and the COVID-19 pandemic functioned as twin possibility-making forces, thrusting social democratic federal policy onto the agenda of arguably the most moderate Democratic candidate in the 2020 presidential primary. I argue that these social policies have the ontological capacity to shape an image of care and belonging that challenges the nuclear family form and neoliberal discursive productions of care, advancing more just, collective, and relational notions of responsibility and carework.
{"title":"Federal Care Policy Possibilities in the 117th Congress: Toward Expansive Kinship and Collectivized Carework","authors":"Briana M. Bivens","doi":"10.1080/00131946.2023.2169693","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169693","url":null,"abstract":"Abstract In this article, I position federal policy as a shaper of familial life capable of capacitating new forms of relationality. I review three key child and family provisions in the Build Back Better social policy package proposed by the Biden administration: the expanded child tax credit, universal pre-K, and the expansion of federal childcare subsidies. I trace the sociopolitical context surrounding Biden’s endorsement of these child and family care provisions, highlighting how socialist and abolitionist organizing and the COVID-19 pandemic functioned as twin possibility-making forces, thrusting social democratic federal policy onto the agenda of arguably the most moderate Democratic candidate in the 2020 presidential primary. I argue that these social policies have the ontological capacity to shape an image of care and belonging that challenges the nuclear family form and neoliberal discursive productions of care, advancing more just, collective, and relational notions of responsibility and carework.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"145 - 162"},"PeriodicalIF":0.9,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48121396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1080/00131946.2023.2165924
Larissa Malone, Vilma Seeberg, Xiaoqi Yu
Abstract Building upon literature that has shown that Black students hold definitive beliefs about their teachers’ expectations and knowing these notions have impact on Black student achievement, we explore the experiences within a school district where diversity and inclusion efforts have been ongoing. The participants of this study were high-achieving students and their parents, a nuance that provides depth to understanding Black families’ perceptions of teacher expectations. Critical Race Theory (CRT) served as the theoretical framework and the tenets of permanence of racism, interest convergence, critique of liberalism, and whiteness as property, were employed as categorical themes to centralize the focus on how the families made meaning of their educational experiences through a CRT lens. Findings revealed that the participants were subject to unjust, low expectations that created and maintained a racial hierarchy and an anti-Black ideation on the part of teachers and school authorities. Implications include the need for teachers to raise their awareness of how their actions are interpreted, their role in creating a culture of mistrust, and the need to counter individual level and institutional racialized structures.
{"title":"“The Soft Bigotry of Low Expectations”: Perceptions of Teacher Expectations Among Black Families in a Suburban School","authors":"Larissa Malone, Vilma Seeberg, Xiaoqi Yu","doi":"10.1080/00131946.2023.2165924","DOIUrl":"https://doi.org/10.1080/00131946.2023.2165924","url":null,"abstract":"Abstract Building upon literature that has shown that Black students hold definitive beliefs about their teachers’ expectations and knowing these notions have impact on Black student achievement, we explore the experiences within a school district where diversity and inclusion efforts have been ongoing. The participants of this study were high-achieving students and their parents, a nuance that provides depth to understanding Black families’ perceptions of teacher expectations. Critical Race Theory (CRT) served as the theoretical framework and the tenets of permanence of racism, interest convergence, critique of liberalism, and whiteness as property, were employed as categorical themes to centralize the focus on how the families made meaning of their educational experiences through a CRT lens. Findings revealed that the participants were subject to unjust, low expectations that created and maintained a racial hierarchy and an anti-Black ideation on the part of teachers and school authorities. Implications include the need for teachers to raise their awareness of how their actions are interpreted, their role in creating a culture of mistrust, and the need to counter individual level and institutional racialized structures.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"247 - 263"},"PeriodicalIF":0.9,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49019941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-20DOI: 10.1080/00131946.2023.2165925
Tamirat Gibon Ginja, Xiaoduan Chen
Abstract Although there is an increasing number of middle schools establishing English immersion programs, teachers are not well-understood immersion and its application, as educators would hope them to do. Inadequate attention is paid to how teachers teach, how in-service training influences their understanding, and their practice of teaching. There is a pressing need to address these issues. This study is a mixed research design aimed at exploring selected in-service teachers’ understanding of English immersion, and their experiences. Data were obtained through a questionnaire, in-depth individual interviews, classroom observation, and post-observation discussion. The findings indicate there was confusion about content teaching vs. English teaching, and sometimes a failure to understand why teaching content in English was necessitated. The novice teachers have more irregularities between their understanding and practices. Factors, such as insufficiencies of in-service training, lacking time for planning and exposure to English practising activities; and absence of a policy framework and inadequate support, were identified as the cause for less success of the English immersion program. Implications are discussed, and suggestions for future studies are provided.
{"title":"Exploring Middle School Teachers’ Understanding of English Immersion and Their Instructional Practices in Xi’an, China","authors":"Tamirat Gibon Ginja, Xiaoduan Chen","doi":"10.1080/00131946.2023.2165925","DOIUrl":"https://doi.org/10.1080/00131946.2023.2165925","url":null,"abstract":"Abstract Although there is an increasing number of middle schools establishing English immersion programs, teachers are not well-understood immersion and its application, as educators would hope them to do. Inadequate attention is paid to how teachers teach, how in-service training influences their understanding, and their practice of teaching. There is a pressing need to address these issues. This study is a mixed research design aimed at exploring selected in-service teachers’ understanding of English immersion, and their experiences. Data were obtained through a questionnaire, in-depth individual interviews, classroom observation, and post-observation discussion. The findings indicate there was confusion about content teaching vs. English teaching, and sometimes a failure to understand why teaching content in English was necessitated. The novice teachers have more irregularities between their understanding and practices. Factors, such as insufficiencies of in-service training, lacking time for planning and exposure to English practising activities; and absence of a policy framework and inadequate support, were identified as the cause for less success of the English immersion program. Implications are discussed, and suggestions for future studies are provided.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"264 - 279"},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44151073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00131946.2023.2165079
Andrea Bennett-Kinne, Brian D. Schultz
{"title":"You Are Your Own Best Teacher! Sparking the Curiosity, Imagination and Intellect of Tweens.","authors":"Andrea Bennett-Kinne, Brian D. Schultz","doi":"10.1080/00131946.2023.2165079","DOIUrl":"https://doi.org/10.1080/00131946.2023.2165079","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"109 - 113"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45977694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00131946.2022.2079089
Becky M. Atkinson, Bradley Toland
Abstract Expanding globalization and the recent nationalistic backlash in the West presents a pedagogical threshold of opportunity for inquiry and transformation. We explore how these movements are pedagogical from the philosophical perspective of feminist pragmatism informed by the logic of home, a Native philosophical and political perspective. This offers a significant contribution to the conversations surrounding social democracy and political transformation to education as well as educational inquiry characterized by dialogue, social justice, civility, equity, and growth. Specifically, in this paper we examine the logic of home as presented in the life experiences and work of Lydia Child, an early 19th century American journalist, abolitionist, and ancestor to the women’s rights movement, and Jane Addams, prominent and influential 19th century interdisciplinary feminist pragmatist, and global leader in the early in the women’s rights and peace movements. We forward feminist pragmatism as a relevant empowering and educative framework for philosophical reasoning and political activism, especially when materialized in the lives of Child and Addams.
{"title":"Logic of Home: Resistance and Logic in Post-Truth Times","authors":"Becky M. Atkinson, Bradley Toland","doi":"10.1080/00131946.2022.2079089","DOIUrl":"https://doi.org/10.1080/00131946.2022.2079089","url":null,"abstract":"Abstract Expanding globalization and the recent nationalistic backlash in the West presents a pedagogical threshold of opportunity for inquiry and transformation. We explore how these movements are pedagogical from the philosophical perspective of feminist pragmatism informed by the logic of home, a Native philosophical and political perspective. This offers a significant contribution to the conversations surrounding social democracy and political transformation to education as well as educational inquiry characterized by dialogue, social justice, civility, equity, and growth. Specifically, in this paper we examine the logic of home as presented in the life experiences and work of Lydia Child, an early 19th century American journalist, abolitionist, and ancestor to the women’s rights movement, and Jane Addams, prominent and influential 19th century interdisciplinary feminist pragmatist, and global leader in the early in the women’s rights and peace movements. We forward feminist pragmatism as a relevant empowering and educative framework for philosophical reasoning and political activism, especially when materialized in the lives of Child and Addams.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"1 - 13"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41738830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00131946.2022.2153683
Lina Sun
Abstract This paper explores critical cosmopolitan literacies as a framework to engage teacher preparation program candidates in re-conceptualizing about their work as active thinkers, ethical decision makers, and agentive global actors. The purpose of the study is to elucidate how preservice teachers, in a secondary literacy teacher education program, respond to ethics-oriented education in addressing complex and controversial sociopolitical issues, such as the dialectics of freedom, human rights, and growing racism in the neoliberal globalized context. The third space theory of ethics is used to interpret participant student teachers’ intellectual epistemology based on their engagement with literary and nonliterary works, as well as multicultural media products. Data consist of observations, discussions, focus-group interviews, reflective journals, and course evaluations. This study contributes to our understanding of how critical cosmopolitan literacies is situated in the intercultural dialogue pertaining to ethical and equitable decision-making as a promising professional enterprise in the preparation of literacy educators as global advocates for equity and social justice.
{"title":"Enacting Critical Cosmopolitanism in Suburban Preservice Teacher Education through Crafting a Pedagogical Third-Space of Ethics","authors":"Lina Sun","doi":"10.1080/00131946.2022.2153683","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153683","url":null,"abstract":"Abstract This paper explores critical cosmopolitan literacies as a framework to engage teacher preparation program candidates in re-conceptualizing about their work as active thinkers, ethical decision makers, and agentive global actors. The purpose of the study is to elucidate how preservice teachers, in a secondary literacy teacher education program, respond to ethics-oriented education in addressing complex and controversial sociopolitical issues, such as the dialectics of freedom, human rights, and growing racism in the neoliberal globalized context. The third space theory of ethics is used to interpret participant student teachers’ intellectual epistemology based on their engagement with literary and nonliterary works, as well as multicultural media products. Data consist of observations, discussions, focus-group interviews, reflective journals, and course evaluations. This study contributes to our understanding of how critical cosmopolitan literacies is situated in the intercultural dialogue pertaining to ethical and equitable decision-making as a promising professional enterprise in the preparation of literacy educators as global advocates for equity and social justice.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"48 - 73"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.1080/00131946.2022.2153685
Jing Sun
Abstract In my inquiry, I explore Chinese urban youth culture under the one-child policy through analyses of two Chinese Internet subcultural artifacts—A Bloody Case of a Steamed Bun and Du Fu Is Busy. Using Douglas Kellner’s multiperspectival cultural studies (i.e., cultural studies, critical theory, and critical media literacy) as the theoretical framework, and diagnostic critique and semiotics as the analytical method, I examine three general themes—resistance, power relations, and consumerism. The power of multiperspectival cultural studies, an interdisciplinary inquiry, lies in its potentials to explore Chinese urban youth culture under the one-child policy from multiple perspectives; explore historical backgrounds and complexity of cultural artifacts to understand contradictions and trajectories of Chinese urban youth culture; recognize alternative medias as a space for urban Chinese youth to express frustrations and dissatisfactions, to challenge social injustices, and to create dreams and hopes for their futures; recognize that the intertexuality among cultural artifacts and subcultures creates possibilities for Chinese urban youth to invent more alternative media cultures that empower them to challenge dominations, perform their identities, and release their imagination for the future; invite Chinese youth to be the change agents for the era but not to be imprisoned by the era; and overcome misunderstanding, misrepresentation, or underrepresentation of Chinese urban youth cultural texts to promote linguistic and cultural diversity in a multicultural, multilingual, and multiracial world.
{"title":"Urban Youth Culture Under the One-Child Policy in China: A Multiperspectival Cultural Studies of Internet Subcultures","authors":"Jing Sun","doi":"10.1080/00131946.2022.2153685","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153685","url":null,"abstract":"Abstract In my inquiry, I explore Chinese urban youth culture under the one-child policy through analyses of two Chinese Internet subcultural artifacts—A Bloody Case of a Steamed Bun and Du Fu Is Busy. Using Douglas Kellner’s multiperspectival cultural studies (i.e., cultural studies, critical theory, and critical media literacy) as the theoretical framework, and diagnostic critique and semiotics as the analytical method, I examine three general themes—resistance, power relations, and consumerism. The power of multiperspectival cultural studies, an interdisciplinary inquiry, lies in its potentials to explore Chinese urban youth culture under the one-child policy from multiple perspectives; explore historical backgrounds and complexity of cultural artifacts to understand contradictions and trajectories of Chinese urban youth culture; recognize alternative medias as a space for urban Chinese youth to express frustrations and dissatisfactions, to challenge social injustices, and to create dreams and hopes for their futures; recognize that the intertexuality among cultural artifacts and subcultures creates possibilities for Chinese urban youth to invent more alternative media cultures that empower them to challenge dominations, perform their identities, and release their imagination for the future; invite Chinese youth to be the change agents for the era but not to be imprisoned by the era; and overcome misunderstanding, misrepresentation, or underrepresentation of Chinese urban youth cultural texts to promote linguistic and cultural diversity in a multicultural, multilingual, and multiracial world.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"4 6","pages":"74 - 92"},"PeriodicalIF":0.9,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41261098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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