Crossings to Adulthood: How Diverse Young Americans Understand and Navigate Their Lives assembles chapters written by members and affiliates of the Research Network on Transitions to Adulthood on pressing issues facing young, coming-of-age Americans in an increasingly diverse, globalizing world. Based on over 400 interviews with young adults from different racial, class and regional backgrounds, the chapters provide an in-depth look at how young Americans understand their lives and the challenges, risks, and opportunities they experience as they move into adulthood during changing and uncertain times. Chapters focus on how these young adults understand markers of adulthood such as leaving home, launching careers, and forming relationships, as well as issues particularly salient to them including politics, diversity, identity, and acculturation.
Contributors are: Pamela Aronson, Arturo Baiocchi, Erika Busse, Patrick J. Carr, Laura Fischer, Constance A. Flanagan, Frank F. Furstenberg Jr., Douglas Hartmann, Maria Kefalas, Vivian Louie, Charlie V. Morgan, Jeylan Mortimer, Laura Napolitano, Lisa Anh Nguyen, Wayne Osgood, Rubén G. Rumbaut, Sarah Shannon, Teresa Toguchi Swartz, and Christopher Uggen.
The aim of
Protests and Generations is to problematize the relations between generations and protests in the Middle East, North Africa and the Mediterranean. Most of the work on recent protests insists on the newness of their manifestation but leave unexplored the various links that exist between them and what preceded them. Mark Muhannad Ayyash and Ratiba Hadj-Moussa (Eds.) argue that their articulation relies at once on historical ties and their rejection. It is precisely this tension that the chapters of the book address in specifically documenting several case studies that highlight the generating processes by which generations and protests are connected. What the production and use of generation brings to scholarly understanding of the protests and the ability to articulate them is one of the major questions this collection addresses.
Contributors are: Mark Muhannad Ayyash, Lorenzo Cini, Éric Gobe, Ratiba Hadj-Moussa, Andrea Hajek, Chaymaa Hassabo, Gal Levy, Ilana Kaufman, Sunaina Maira, Mohammad Massala, Matthieu Rey, Gökbörü Sarp Tanyildiz, and Stephen Luis Vilaseca.
The Other in the School Stories: A Phenomenon in British Children’s Literature Ulrike Pesold examines the portrayal of class, gender, race and ethnicity in selected school stories and shows how the treatment of the Other develops over a period of a century and a half. The study also highlights the transition from the traditional school story to the witch school story that by now has become a subgenre of its own.
The school stories that are analysed include selected works by Thomas Hughes, Rudyard Kipling, Enid Blyton and J.K. Rowling.
There is currently an acute lack of scholarly engagement with Buddhism and youth. Based on ground-breaking empirical research,
Understanding Young Buddhists: Living out Ethical Journeys explores the stories of young Buddhists, through a rich analysis of their lived experiences. Page and Yip explore their journeying into Buddhism, their Buddhist belief and practice, their management of sexuality, and their social positioning in relation to family and kin, friendship networks, youth culture, and occupational aspirations. Using lived religion as a theoretical lens, and bringing into dialogue research on Buddhism and youth,
Understanding Young Buddhists convincingly demonstrates the resourcefulness and creativity of young Buddhists in developing ethics for life, as they negotiate the diverse challenges and opportunities in their journeys of life.
Re-understanding the Child’s Right to Identity - On belonging, Responsiveness and Hope, by Ya'ir Ronen offers an innovative understanding of the right to identity aiming to transform its meaning and thus its protection. Drawing on sources from different disciplines, including law, theology, philosophy, psychology and social work, the author offers a vision of social and legal change in which law is a healing force. In it, policies and practice protect children's sense of belonging recognizing human interdependence. They dignify children's disempowered narratives through their responsiveness, protect children's need to be authentic beings and nourish the hope for change and growth in children at risk and their families
Since its emergence as a discrete ministry in the early 1970s, youth ministry has functioned in a void, oblivious of the long history of young people. Unaware of historic social forces and roles that sometimes empowered and at other times limited young people, youth ministry functioned in following decades as if adolescents were by nature characteristic of the American status quo – with its prolonged education, minimal involvement in the common good, tension with parents and authorities, and a ravenous hunger for commodities. By the late 1990s, due to a flurry of historical research, youth ministry professionals became aware that adolescence was a relatively recent and not entirely benign cultural invention. But recently, author Crystal Kirgiss, has sought to debunk the notion of adolescence as a modern social construction by offering historical accounts illuminating the vast commonalities between youth of all historic ages. This review affirms the rich historical work done by Kirgiss as constituting a contribution to youth ministry, but also challenges her essentialism as dangerous and unwarranted.
The paper examines the theological shorthand within five contemporary worship songs.1 The central argument is that key words within this espoused and operant theology (Cameron et al., 2010) function as theological shorthand,2 identified as fragments of a coherent theology. To illuminate the text within the songs as theological shorthand these theological fragments are brought into discussion with the work of Bretherton (2007), Christie (2012), Hauerwas (1983), MacIntyre (1996), Ward (2005) and Vanhoozer (2010). These authors act as the voice of formal theology (Cameron et al., 2010) to help articulate a critical, philosophical, and theologically informed enquiry that facilitates faithful theological reflection from within the Christian tradition on how the theological shorthand within worship songs functions as icons of epistemology. In turn, those of us who inhabit the world of formal theology may act as dialogical guides and storytellers of the Christian tradition.