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Author: Tobias Faix

Internet to us is not something external to reality but a part of it: an invisible yet constantly present layer intertwined with the physical environment. We do not use the Internet; we live on the Internet and along it. 10 2 Hybrid Identity: The Youth in Digital Networks The lives of

In: Journal of Youth and Theology
In: A Critical Youth Studies for the 21st Century
Author: Eveliina Ojala

sense of community: Voice and power in community contexts .” Journal of Community Psychology 35 ( 2007 ): 693 – 709 . doi:10.1002/jcop.20173. Faix Tobias . “ Hybrid identity: Youth in Digital Networks .” Journal of Youth and Theology 15 ( 2016 ): 65 – 87 . doi: 10

In: Journal of Youth and Theology
Author: Amy Casteel

the prospect of integrating into a culture so threatens their identity that they “function out of a hybrid or third culture.” 23 3.2.2 A ‘Third Culture’ This ‘third culture’, a term coined by Ruth Hill Useem, describes the liminal space in which children caught between host and home

In: Journal of Youth and Theology

This paper aims to provide a socio-historical perspective in contextualizing children’s games. During the pre-colonial period, games were incorporated into the people’s physical activities, occupations and religious ceremonies. The mimicry of animals and gaiety of everyday life enriched the cultural practices of early Filipinos. The period of Spanish colonization, unfortunately, led to the utilization of games as propaganda tools appropriate for the catechized, sanitized and sanctified bodies of children. However, the de-Catholicization and de- Hispanization during the American period incorporated games into the consumeroriented culture of the West. Games and sports were made part of the educational curriculum to further strengthen knowledge of Western gamelore. The Japanese occupation even used games as propaganda against the West, as it incorporated them into their war strategy. The introduction of electric, electronic, digital gadgets and computer programmes contributed to geographical social exclusions as to class and spatial contexts. Traditional and contemporary games appeared as hybrids of influences coming from the East and West, thus creating an ambiguity. Through time, the rhetorics of the Filipino gamelore evolved from the concepts of progress, imagination, fate, play of the self, power, frivolity, and identity.

In: Negotiating Childhoods

metaphor ]. Outside Latin America I’m mainly known for the book I co-edited with the Australian sociologist Pam Nilan, Global youth? Hybrid identities and plural worlds (2006), which takes a non-Eurocentric approach to the transnationalization of youth culture. I coedited another volume with Nilan and

In: Youth and Globalization

; Nayak & Kehily, 2013 ) or that between queer and youth ( Driver, 2008 ; Pullen, 2014 ). Youth transnationalism and hybridity have become an almost indispensable facet of discussions ( Kennedy & Roudometof, 2006; Nilan & Feixa, 2006 ). In ‘We Are the Mods’ for example, Feldman (2009) conducted a

In: Youth and Globalization
Author: Hiro Saito

Multicultural Self to the Strategic Cosmopolitan . Transactions of the Institute of British Geographers 28 ( 4 ): 387 – 403 . Nilan P. and Feixa C. , eds. (2006) . Global Youth?: Hybrid Identities, Plural Worlds . London : Routledge . Noddings N

In: Youth and Globalization

: Blackwell Publishers . Neubauer J. (1992) . The Fin-de-Siècle Culture of Adolescence . New Haven : Yale University Press . Nilan P. and Feixa C. , eds. (2006) . Global Youth?: Hybrid Identities, Plural Worlds . London : Routledge

In: Youth and Globalization
Volume Editors: Frank Schulze-Engler and Sissy Helff
What is most strikingly new about the transcultural is its sudden ubiquity. Following in the wake of previous concepts in cultural and literary studies such as creolization, hybridity, and syncretism, and signalling a family relationship to terms such as transnationality, translocality, and transmigration, ‘transcultural’ terminology has unobtrusively but powerfully edged its way into contemporary theoretical and critical discourse. The four sections of this volume denote major areas where ‘transcultural’ questions and problematics have come to the fore: theories of culture and literature that have sought to account for the complexity of culture in a world increasingly characterized by globalization, transnationalization, and interdependence; realities of individual and collective life-worlds shaped by the ubiquity of phenomena and experiences relating to transnational connections and the blurring of cultural boundaries; fictions in literature and other media that explore these realities, negotiate the fuzzy edges of ‘ethnic’ or ‘national’ cultures, and participate in the creation of transnational public spheres as well as transcultural imaginations and memories; and, finally, pedagogy and didactics, where earlier models of teaching ‘other’ cultures are faced with the challenge of coming to terms with cultural complexity both in what is being taught and in the people it is taught to, and where ‘target cultures’ have become elusive. The idea of ‘locating’ culture and literature exclusively in the context of ethnicities or nations is rapidly losing plausibility throughout an ‘English-speaking world’ that has long since been multi- rather than monolingual. Exploring the prospects and contours of ‘Transcultural English Studies’ thus reflects a set of common challenges and predicaments that in recent years have increasingly moved centre stage not only in the New Literatures in English, but also in British and American studies.