General aim is that students, after having finished this course, can apply social scientific theories and concepts on youth, adolescence and youth culture, so that different levels of analysis and knowledge become visible and that they are able to deal with these analytically and reflectively. Content-wise, this implies that students …:
- have knowledge of developments with youth, youth culture, youth policy over the last decennia
- have knowledge of a selection of core theories and models on youth and youth culture;
- are able to recognize and name epistemological differences;
- are able to search, read, compare and analyze theoretical insights related to the theme;
- are able to combine the gained insights into an individually substantiated perspective.
At a skills-level:
- have learned and are capable to read and analyze texts at a more epistemological level;
- are able to compare these texts from a specific or self-formulated question, and assess them on their merits;
- are able to write an essay in which they select and use these theories or models to interprete a self-chosen subject.
These aims will be assessed by means of an essay exam and a written essay. The exam will foremost test knowledge of literature and lectures. In the essay students have to apply theories to a self-chosen subject.
This course is the second course (elective) in the minor Creative Cities.
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Youth, youth culture and youth policy are at the core of the the social sciences. Various perspectives and concepts are used: generation, counterculture, youth culture or subculture, and from a more psychology-oriented perspective: adolescence, identity and group behavior. Behind these concepts lay views on the nature of the young, the relation between youth and the older generation, and the place of youth in society. The differences that exist between (and within!) these views can be reduced to different disciplinary traditions, philosophical and epistemological approaches and analytical levels. So, the generation theory of Karl Mannheim mainly seeks an explanation for the culture-innovating powers of youth, while the youth culture approach of Parsons and Eisenstadt accentuates more the role of youth in the continuity of society. Subcultural theory in turn emphasizes the importance of class, power and resistance. These and other approaches can be placed not only in an epistemological tradition, but can also be reduced to the questions that were asked in the society in which the authors lived. But they are not only historically interesting. Theories and models are still used and discussed nowadays to help understand recent youth phenomena or cultures. For this reason, in this course an exploration is conducted with students into various theories that help provide an answer to the uniqueness of the youth phase, the emergence of youth cultures, the differences between youth cultures and subcultures, the changing of generations and, more generally, the role and position of youth in society, also looking as much as possible into differences between various societal types.
The course falls apart in two parts: during the first six weeks we will read and discuss developments on youth, youth policy and youth science and study eight selected core texts. Students make and submit answers to questions and summaries. This part will be finished with a short exam. In the last three weeks students write an essay on a self-chosen subject in which they apply theories and concepts that were discussed during the first period.
Assumed knowledge
Basic knowledge and understanding of the social or behavioral sciences, at least at a first year level. Sound knowledge of English language.
Early exit
Exchange students who attend the course in november/december and have made an early exit arrangement with the International Office can write the final essay from abroad. Support and comments will be given through the digital media (Blackboard and E-mail). They get full credits for the course. It is also possible to complete the course with 5 EC. Then you make an extensive version of the first exam.
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