Transition Regimes, Youth Cultures and Socio-spatial Inequalities: Critical Youth Studies

Code:

DE133

Acronym:

RTCJDSE

Keywords
Classification	Keyword
CNAEF	Educational Sciences

Instance: 2021/2022 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	13	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

To provide a grounded theoretical and conceptual framework that allows the development of an integrated understanding of youth studies;

To provide students with knowledge about classical and contemporary theories and studies on the socio-historical construction of the concept of youth;

To expose students to theoretical and methodological frameworks around young people and their cultures, transitions and life contexts, in particular school and their communities;

To provide students with knowledge about the socio-spatial dimensions that contribute to inequality and vulnerability and affect the socio-educational experiences of young people;

To provide students with knowledge about the diversity of youth realities in urban, peri-urban and rural contexts.

Learning outcomes and competences

At the end of the curricular unit, students should be able to: 

- understand the social, cultural, and historical processes underlying the construction of youth and how they have contributed to structuring youth's daily lives and pathways;

- systematically and extensively interpretation of classical and contemporary theoretical contributions around situated identities, contexts and youth cultures;

- critically analyze the role of school as a significant system in defining youth and youth transition processes;

- analyze youth experiences and paths according to socio-spatial dimensions and at the intersection with variables such as gender, social class, sexuality, ethnicity, age, religion, etc.

- formulate conceptual frameworks to support research and intervention problems based on the identification of the state of the art in critical youth studies;

- problematize contemporary youth realities in light of territorial specificities.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

N/A

Program

Theoretical frameworks in youth studies: critical studies
a) historical, social and cultural perspectives
b) youth studies in urban contexts and youth studies in rural and remote contexts
c) contributions from the sociology of education for the understanding of youth: construction of youth from the educational system

Experiences, participation and youth cultures: local and global contexts
a) Multisituated youth cultures: local/global, On/Offline
b) Youth and cultural production in local and global contexts
c) Participation regimes: political participation, social and civic engagement of young people
d) Sense of belonging to contexts, communities and territories

Youth transition regimes and socio-spatial inequalities
a) educational and labor market pathways
b) territorial inequalities and unequal opportunities
c) youth mobility policies

Youth issues and local and regional specificities
a) Diversity and inequality in youth pathways
b) Employment, unemployment and precarious work
c) Youth, risk and violence

Mandatory literature

David Farrugia; Spaces of Youth: work, citizenship and culture in a global context, Routledge, 2018
Pam Nilan; Carles Feixa; Global Youth?, Routledge
Sofia Marques da Silva; Da casa da juventude aos confins do mundo. ISBN: 978-972-36-1217-2
Skelton, T.; Valentine, G. ; Cool Places: Geographies of Youth Cultures, Routledge, 1998
Sofia Marques da Silva; Growing up in a Portuguese borderland. , Palgrave, 2014
José Machado Pais; Culturas Juvenis. ISBN: 972-27-0548-2
R. Bendit & M. Hahn-Bleibtreu; Youth Transitions. Processes of Social Inclusion and Patterns of Vulnerability in a Globalised World’. , 2008

Complementary Bibliography

Almerindo Janela Afonso e José Augusto Palhares; Entre a Escola e a Vida, 2019
Sofia Marques da Silva; Disinheriting the heritage and the case of Pauliteiras: Young girls as newcomers in a traditional dance from the Northeast of Portugal. In John Baldacchino & Raphael Vella (Eds.), Mediterranean art and education: Navigating local, regional and global imaginari, Sense Publishers , 2013

Teaching methods and learning activities

Being a highly theoretical curricular unit, classes will have a substantial component of content exposition, but also of critical debate of classical and contemporary texts and authors. In order to build a collaborative and inclusive educational environment, pedagogical pairs will be formed, following previous experiences.


The assessment will focus on the production of a critical essay, written, individual, around theoretical and conceptual knowledge about youth, its contexts and cultures. It is intended that in this work the students mobilize theoretical knowledge and explore in a creative and in-depth way different approaches for thinking youth, both in the context of research and intervention possibilities.  


This work will translate the dynamics of pedagogical pairs made up of elements that tend to have different experiences (training and work), being able to integrate, investigate, and theoretically translate mutual learning and reflections.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	30,00
Trabalho escrito	70,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	3,00
Frequência das aulas	39,00
Trabalho de investigação	30,00
Trabalho escrito	50,00
Total:	122,00

Eligibility for exams

75% attendance of on-site classes.

Calculation formula of final grade

Individual written work with a literature review on a topic related to the CU program - 70% 

Conceptual mindmap and its presentation in class - 30% 

In any of the evaluation components, it is mandatory that the student gets a mark of 10 or more on a scale of 10 to 20.

Examinations or Special Assignments

N/A

Internship work/project

N/A

Special assessment (TE, DA, ...)

According to the regulations in practice at the University of Porto.

Classification improvement

Grade improvement is possible through a on-site written exam.

Observations

N/A