introduction ix 26/10/2012 2:34:05 PM tices is also These are gations – in crime their investi make towards adulthood. make towards Although this book is written so that Although this book is written so class. or gender of young people today? of young RESEARCH: SOME KEY THEMES AND ISSUES introduction: making sense making introduction: This introduction sets out to contextualise the different entries in the This introduction sets out to contextualise Our approach to studying young people, reflected in this book, is to reflected in this book, Our approach to studying young people, prac understand youth in relation to their social identities and cultural as well as the life course transitions they as well as the life course transitions This book offers an introduction to the key concepts in youth studies in an introduction to the key concepts This book offers Many textbooks and students. we hope is accessible to both tutors a way around lengthy chapters whereas in the social sciences are structured give you the essence of some of the the short entries in this text will Our entries begin with foun- studies. major debates and issues in youth which we feel represent some of the dational concepts and debates, then which are in youth research, most significant areas of discussion some of the other major research areas followed by entries that reflect to cover all of Such short entries cannot possibly hope in youth studies. into a particular they provide a way the developments in research but reading and investigation. topic and give guidance for further that may at to link different areas of youth research offering ways book, throughout the do also make efforts We first glance seem unconnected. so where these occur we entries, text to highlight connections between the issue of for example, how, employ bold text to illustrate analytical distinctions researchers make to ease are models or other words youth cultures/identities and transitions empirical shorthand forms that are used to represent a more complex or identity then do not in themselves of transition The notions world. linked to entries of one can dip in and out of different entries as one might access online one can dip in and out of different understanding of entries might be had if you a more nuanced material, Here we give you an spend a few minutes reading the next few pages. will help overview of some of the main themes in youth research that particular focus of interest. ‘situate’ your own you 00-Cieslik & Simpson Prelims.indd 9 00-Cieslik &SimpsonPrelims.indd 10

x key concepts in youth studies phobic? Howhave technological changesaffectedyoungpeople’s work people’s socialidentities affectedifthepopularpressissexistandhomo- quences foryoungpeoplethemselves. How, forexample, areyoung notions of ‘youth’ andhowthismayhave positiveornegativeconse- explore howthemassmediaandnewsocial mediashapepo vary fromonesocietytoanotherandthroughhistory. Inparticular we and theirlives–reflectsdistinctivecultural andpoliticalpractices that we category ofyouthitself–andhow often viewtheyoung(Mannheim, 1952). Bythiswemeanthatthe very youth –howyoungpeopleseetheirownlivesincontrast tohow access, astheirparentscanfundeducationand housingcosts? lives thanothersbecauseoftheeconomicorcultural resources they can governments? Dosomeyoungpeopleenjoymoreautonomyintheir test, challengeorsubverttheagendasofotheractorssuchasthese young peopleexercisesotheycanpursuetheirowninterestsandcon- do raise theschoolleaving ageorcut welfare benefits? What sortofagency transition routes? Who arethewinnersandloserswhengovernments ofstateorganisationsinfluenceyoungpeople’s identitiesand practices and then createandreflectpatternsofdivisionsinequalitieswithin complex processes)condition(constrain andenable)youngpeople who enmesh youngpeople–howdootheractors(bothindividualsandmore a flatwithfriends? We arealsointerestedinthepowerrelationships that from schooltouniversityorlivingathomewithparentssharing people’s rolesinthesesettingsevolve, asweseewiththemovement see them– have inthesesettingsinfluencehowtheyseethemselvesandothers leisure, workandfamilies. Howdotherelationshipsthatyoungpeople have inthedifferentspheresoftheirlivessuchaseducation, training, concerned withthedistinctiveeverydayexperiencesthatyoungpeople developmental stagebetweenchildhoodandadulthood? example, howmight wedefine ‘youth’? Are youngpeoplethoseatthat helped usfocusonthemostimportantissuesinyouthresearch. For researchers andstudents. distilled fromcountlessprojectsandcometoguidethethinkingof analytical conceptsusedinyouthstudieshave evolvedovermanyyears not makesimplelineartransitions fromchildhoodtoadulthood. Such accurately depictyoungpeople’s lives–youngpeople, forexample, do As sociologistswearealsointerestedinthe ‘social construction’of In writingthisbookweaskedourselvesarange ofquestionsthat between thegenerations? For example, howdothepoliciesand their socialidentities? With timeastheyagehowdo young discuss theideaofyoungpeople 1 We arealso pular pular 26/10/2012 2:34:05PM introduction xi 26/10/2012 2:34:05 PM teasing out to youth research by to youth research al., 2009; Heath and Walker, 2012). Our 2012). Walker, Heath and 2009; al., do these changes impact on young people in on young people changes impact do these al., 2011). Hence some research is driven by an Hence some research is driven 2011). al., example, feminist or postmodern concepts are feminist or postmodern concepts example, researchers and those more interested in youth policy andresearchers and those more interested erned with the ways that youth researchers undertake researchers undertake that youth ways erned with the One common theoretical position for youth researchers, following the One common theoretical position for youth researchers, A further set of overarching questions that inform our entries are that inform our entries are questions overarching A further set of youth studies has been between cul- A further key area of debate in work of C. Wright Mills (1959) is to situate young people’s lives in their Wright Mills (1959) is to situate young people’s work of C. how do therefore, ask ourselves, We wider social and historical contexts. entries are interested in the theories and methods researchers employ in the theories and methods entries are interested One can to their research. a distinctive character and how these impart approach evaluative develop a critical, resources of young people and how interest in the differential material and social inequalities emerge from such disadvan- life course transitions Whereas other researchers are more inter- 2011). tages (MacDonald, lives of young people and their ested in questions about the cultural Theodorou, shopping and fashion (Deutsch and interest in music, distinctive emphases in These different research questions create 2010). shape the sorts of theory and methods the research process that in turn The result being that by these projects. used and the findings generated cultures) can create the impression of some research (around youth lives, shaping their identities and cultural young people as creative actors can gener- while other researchers (who focus on policy or transitions) by economic constrained ate the image of young people more heavily A criticism that often applies to both these schools and political forces. of young of youth research is their preoccupation with only a minority of transi- people – those who are marginalised economically (in the case lives (in subcultural tions research) or those leading spectacular cultural the patho- This interest in the unusual, research). or post-subcultural of ordi- logical or the oppressed can mean the overwhelming majority There is a risk nary young people are neglected by youth researchers. that youth research itself contributes to a distortion or misrepresenta- 2001). lives (Cieslik, tion of young people’s those conc Heath et their work (see and might these encourage employed what biases and interpretations been overlooked in the research? what might therefore have studies tural (Furlong et transitions and leisure experiences and experiences and leisure around the world? different ways rely Do researchers influences on particular studies. the methodological sources or qualitative or quantitative on secondary too heavily for approaches? If, 00-Cieslik & Simpson Prelims.indd 11 00-Cieslik &SimpsonPrelims.indd 12 xii key concepts in youth studies training, welfaredependencyandwaged work school intoemploymenttomoreprotracted, cir in the West heralded ashiftaw East and West. The collapseoftraditional manufacturingemployment the 1970sandits helps explainthepainfulde-industrialisationof Western societiessince industrial riseofcountriessuchasSouthKorea, Taiwan, ChinaandIndia spectre ofglobalisationisthebackdroptomanyentriesinthisbook. The thesis (Beck, 1992)andpostmoderntheories(Bauman, 1991). The ideas, andalsonewtheoreticalformulationssuchasthe ‘risk society’ social changesuchastheincreasingmobilityofpeople, commoditiesand youth phaseand several keydevelopmentssuchasglobalisation, theextensionof Over thepasttwentyyearsyouthstudieshasbeenconcernedwith witnessing inEuropeandtheMiddleEastrecentyears. very oftenagentsofsocialchangeandtransformation aswehave been often thefirsttoadoptnewformsoftechnology. Youth thereforeare political protestaroundtheworld, theymakeupmostmigrants andare for otherpartsofsociety. For youngpeopleareoftenattheforefrontof changing experiencesofyouthalsohave inturnsignificantimplications mote theimportanceofyouthresearchbydocumentinghow ences onyoungpeoplearoundtheworld(White, 2011). We canpro- Internet andeconomicpoliticalcrisesareallhaving profoundinflu- The issuesofglobalwarming andsustainability, theexpansionof lives oftheyoungsettingupnewpatternsdivisionanddisadvantage? changes tothewidereconomyorwelfarepoliciesrippleoutacross Internet technologyallowsyoungpeople,Internet despitetheirdiffering traditions mation alsoraises questionsabouttheemergenceofa ‘global youth’as International MonetaryFund(ILO, 2006). The globalmobilityofinfor- domestic policy-makersandorganisationssuch asthe World Bankand in developingsocietiesdespitecountlesseconomic initiativesfrom period wehavethe stillwitnessed for youngpeopleintheEastandGlobal South. Yet duringthis opened upnewemploymentopportunitiesand consumeristlifestyles Dillabough andKennelly, 2010). The shiftinproductionfromthe West YOUTH RESEARCH:SOMERECENTDEVELOPMENTS impact onthelifechancesofyoungpeopleinboth shifting conceptionsofidentities. These stemfrom Globalisation ay fromrelativelyshorttransitions from continuing povertyofyoungpeople (Cieslik and P (Cieslik and cuitous routes through cuitous routesthrough ollock, 2002; 26/10/2012 2:34:05PM introduction xiii 26/10/2012 2:34:05 PM taxpayer base as political issues as political issues a shrinking any young people’s lives in in lives any young people’s costs of welfare provision at a ing, scarcity of well-paid work ing, aged (the so-called baby boomers aged c, film, as well film, c, their twenties and thirties. A conflu- their twenties and thirties. are in independence is achieved (Arnett, 2004). independence is achieved (Arnett, millions of viewers in just a few hours has millions of viewers about how young people are increasingly dependent on about how young people are increasingly alities and decline in social mobility in Western societies societies Western alities and decline in social mobility in Extended Transitions, Inequality and Social Unrest Inequality Extended Transitions, anguages, to produce and share culture (Furlong, 2012). The ease The ease 2012). culture (Furlong, produce and share to anguages, As we discuss in various entries in this book the lengthening of transi- entries in this book the lengthening of As we discuss in various A major focus in youth studies has been how statuses such as mar- A major focus in youth studies that once would have secure employment and childrearing riage, during the teenage years now occur ten or more West occurred in the years later when young people of hous ence of social changes – rising costs tions, though offering time for experimentation and exploration, also and exploration, though offering time for experimentation tions, questions raises More recently these concerns over 2009). and Pickett, (Wilkinson growing inequalities between focused on the have extended transitions and how the middle the generations and l phone and post these can record events on a mobile with which one by online to be accessed musi Fashion, our lives. transformed extension of the all contributed to this – have and rising aspirations are critical of these argu- some commentators However, youth phase. youth ends in the mid-twenties and the ments contending instead that reflects the phase until more accurately ‘emerging adulthood’ notion of the early thirties when adult Being denied and charities for their wellbeing. the state their families, establish their own homes and participate in to opportunities to work, feature of m leisure activities has become a research since the 1980s Longitudinal ‘rich societies’. so-called the divisions between affluent and 1997) has illustrated (Bynner et al., the wider and this in turn has shaped young people, disadvantaged social inequ benefited at the expense of today’s born in the 1950s and 1960s) have Recent economic 2010). Willetts, 2010; youth (Howker and Malik, focused attention on the significance of these long-term crises have changes and the associated demographic with time when rich nations are struggling to compete economically population The now emerging economies of the East and South. of baby-boomers is monopolising welfare yet around global warming, poverty and citizenship are all ideas that move are all ideas that move poverty and citizenship around global warming, ambitions and the perspectives, the globe transforming around rapidly people. of young behaviours 00-Cieslik & Simpson Prelims.indd 13 00-Cieslik &SimpsonPrelims.indd 14 xiv key concepts in youth studies unpack how field andcapitals(Bourdieu, 1977; 1986)have beenusedextensivelyto ties. Bourdieu’s reworkingofthesethinkers andhisconceptsofhabitus, work isakeydriverofyoungpeople’s lifechancesandcultural identi- shape thecharacter ofsocietiesandthedifferentialaccesstowaged lives eventoday. For strugglesovereconomic resourcesprofoundly Weber andDurkheimcanstillhelpusmakesense of youngpeople’s the changinglivesofyoungpeople. The classicalwritingsofMarx, Youth researchershave drawn ontheoriesoldandnew tounderstand secure livesastheyseeinothercountriesaroundtheworld. that willprovideopportunitiesforthemtoleadmoreprosperousand young have calledforafreepress, freeelectionsandeconomicpolicies regimes. In Tunisia, Egypt, Syria, Libyaandmanyothercountries the streets toprotestagainstthelackoffreedomsintheseauthoritarian the so-called ‘Arab Spring’–youngpeopleinMuslimstatestakingtothe been attheforefrontofprotestandsocialchangeinmany Arab states– nities andpersonalfreedoms. At thetimeofwritingyoungpeoplehave world aremarchingonthestreets, protestingattheerosion ofopportu- will playoutandshapethesocietiesinwhichwelive. agents ofsocialchange. As wewriteitisdifficulttoseehowsuchprotest young peopleitseemsareattheforefrontofpoliticalprotestand movement inthe1960sandfallofcommunism1980s– global capitalism. Just aswesaw inpreviousdecades–thecivilrights impact ontheirlivesrather thantheonesresponsibleforcrisesin the austeritypoliciesofEuropeangovernmentsthatdisproportionately unrest andsocialdisorder–youngpeopleareincreasinglychallenging result inmanysocietiesaroundthedevelopedworldhasbeenstudent economic, socialandpoliticalprocessesof Western capitalism. The many youngpeoplefeelasenseofinjusticeanddisillusionmentinthe dashed, replacedbyanewera ofinsecurity(Wierenga, 2011). Accordingly many youngpeoplehadofacomfortableconsumeristlifehave been a timeofinsecureemplo longer andreceivemuchlesswelfareprovisionthantheirparentsat erations. Youngpeople tion, healthandsocialsecuritybenefitsthatwereenjoyedbyearliergen- (because ofafallingbirthrate) hasledgovernmentstocuttheeduca- At thesametimemanyyoungpeopleinothersocietiesaround Young PeopleinLateModernity:TheoriesOldandNew social divisionsarereproduced andexperiencedbyyoung today arethereforehaving topaymoretax, work yment andglobalwarming. The ambitionsthat 26/10/2012 2:34:06PM introduction xv 26/10/2012 2:34:06 PM discrimination in all discrimination in all inequalities, with young women women with young inequalities, Bourdieu’s work can show us how work can show us how Bourdieu’s 2007; Thornton, 1995). Despite the social the social Despite 1995). Thornton, 2007; acialised divisions are reproduced through adoles- are reproduced through acialised divisions dered/r Over the last twenty years youth researchers have also drawn on also drawn researchers have Over the last twenty years youth Individuals are forced to negotiate a set of risks which impinge on all Individuals are forced to negotiate a set of risks which impinge means aspects of their daily lives, yet the intensification of individualism out- that crises are perceived as individual shortcomings rather than the come of processes which are largely outside the control of individuals… young peo- of powerful chains of interdependency, Blind to the existence ple frequently attempt to resolve collective problems through individual action and hold themselves responsible for their inevitable failure. (Furlong and Cartmel, 1997: 114) Though in everyday life we use a language of individual agency and Though in everyday life we use a language of individual agency most academic commentators recognise how young people’s choice, conditioned by differential access to opportunities lives are still heavily theories of late modernity such as Beck’s (1992) and Giddens’ (1991) as Beck’s theories of late modernity such or on postmodern theories that have work on risk and reflexivity Risk theories identities. of researching cultural emphasised new ways how institutional restructuring (such as chang- can be used to illustrate systems) creates uncertain labour markets and welfare ing families, divisions Though economic and cultural identities. routes and transition language of class and gender has remain in risk societies the traditional of everyday subjective constructions to more individualised, given way to are compelled West young people in the In late modernity life. reflexive about their lives – to develop become more self-conscious and for where they are personally responsible biographies’ ‘choice so-called on Beck Drawing to adulthood. their identity work and navigations (1997) apply the notion Furlong and Cartmel (1992) and Elias (2000), features in moder- ‘epistemological fallacy’ to describe how structural of nity become subjectivised: inequities are built into education, health and social security systems security systems health and social into education, inequities are built Youth in the process. millions of young people marginalising countless to interrogate the ideas and anti-racist on feminist studies also draws and by women and minorities experienced structured disadvantages how gen prejudice and and minorities experiencing health and employment, training, schooling, of life – through walks social security. cence (Thomson, 2011). What all societies around the world seem world seem What all societies around the 2011). cence (Thomson, and racialised to share are gendered people (Henderson et al., al., (Henderson et people of welfare policies justice agenda 00-Cieslik & Simpson Prelims.indd 15 00-Cieslik &SimpsonPrelims.indd 16 xvi key concepts in youth studies modification tomanufacture, monitorand perfect theirownidentities. ment policiesorbyemployers)theyuseself-help manualsandbody dominated andexploitedbyexternalothers(such asthroughgovern- ies andemotionstogetoninlife. Insteadthenofyoungpeoplebeing to understandhowyoungpeopledevelopways ofworkingontheirbod- we canuseFoucault’s ideasof (Foucault,‘technologies oftheself’ 1988) and neo-liberalism onyoungpeople. As Jones (2009)hasdocumented of theselfwithacriticalengagement impactofconsumerism ing focusofstudysynthesisesaninterestwith complex, stratified ideas disputes betweenyouthcultural andtransitions researchers, thisemerg- around long-termpat research, Post-structural theoriesoftheselfarealsoprovinginfluentialinyouth describe youngpeople’s cultur (Redhead, 1993) andneo-tribes(Bennett, 1999)arebetterplacedto tion. Somearguethatconceptssuchaslifestyles(Miles, 2000), scenes cultural identificationandsociabilitythatdefyeasyclass-basedclassifica- more fluid, creativeandautonomousyouthwhichthrowsuppatternsof the Internetanddiversepatternsofconsumerismhave allencouraged a ties (Bennett, 1999). The increasingsignificanceofsocialmediathrough less importanttoanunderstandingofyoungpeople’s culturesandidenti- 2000). Proponentsarguethatclassprocessesinparticularhave become research notablythroughdiscussionof ‘post-subcultures’ (Muggleton, expense oftheother(Cieslik, 2001; Threadgold, 2010). tioning andchoices/agencyrather thanemphasisingoneprocessatthe been concernedtorevealtherelativecontributionsofstructural condi- Youth researchinto transition routesandcultural liveshastherefore and resources–so-called ‘structured individualization’(Roberts, 2003). disputes betweenthesetwocamps. The former been pursuingdifferentresearchagendasthatmay argue thatsubcultural studiesandrecentpost- Though assomehave suggested(Cieslik, 2001; Griffin, 2010)wemight based activities. ducibility ofyoungpeople’s experiencesthroughleisure, musicandstyle- cultural forcesinsociety. Whereas thelattertendtoemphasiseirre- ways thelivesofyoungpeopleareframed byeconomic, politicaland Recently wehave seentheinfluenceofpostmoderntheoriesonyouth particularly whencombinedwithmoretraditional ideas Young People,Wellbeing and Narcissism terns ofsocialchange. Unlikethelongrunning al lives thanconceptssuchassubcultures. wish to subcultural researchhave account for make explicit the make explicitthe some of the some ofthe 26/10/2012 2:34:06PM introduction xvii 26/10/2012 2:34:06 PM young cern, how- cern, sumption – sumption – mmunity at a viour and problems such as ments developing ways of meas- ments developing ways manifestation of this rise of a ‘therapy cul- ‘therapy manifestation of this rise of a we argue will also be influential in youth we argue will also be influential of the self’ by all of us in our daily are employed debates endless cycle of dissatisfaction with the self – con endless cycle of dissatisfaction with This synthesising of theoretical models of the self and theories of of theoretical models of the This synthesising also documented the insta- have Other writers such as Furedi (2004) research in coming years. Drawing on the work of Rose (1989) and Drawing research in coming years. Furedi argues that late modernity has witnessed a turn Lasch (1996), increasingly narcissistic – all become into the self so that we have inwards authentic preoccupied with personal growth and the development of an projects through consumerism in an pursue our biographical We self. that prevents us from growing and instrumental way often quick-fix, The growth of the happiness developing in a rich and deep manner. in industry that produces countless self-help guides and programmes is just one emotional literacy Social policies around the world are also coming to 2004). ture’ (Furedi, with many govern reflect this narcissism, society we argue will prove to be an important area of research for will prove to be an important society we argue of psycho-analytical theory by The use the future. youth studies in 2007) to explore the instability of the Lacan (2006) and Žižek (2002; us to picture our daily struggles self is particularly useful in allowing These writers document the internal ten- trying to flourish and grow. and super-ego, unconscious and ego, sions within ourselves between The of a coherent unified self. societies’ fixation with the presentation consumerist, self in a dynamic, impossibility of achieving a coherent to manage such young people have market-driven world means that celebrity and online consumption, dissonance by recourse to fantasy, we can (2008) argue, as Hall et al. such efforts fail, Where virtual worlds. beha often see the growth of problematic implications this has for our quality of bility of the modern self and the This set of life. We witness extreme examples of these processes when they break down, break down, when they of these processes examples witness extreme We disorders and body dys- eating compulsive behaviour, such as in obsessive these arguments is how But the real force of 2001). (Frost, morphia these ‘technologies subjugation to othersthe extent of our often unknowing lives and reveal of life. pursuit of an idealised way or our harmful economic resources youth labour markets offer meagre For youth crime. consumerist identity work leaving for most young people to sustain people in an with the self. fleeting pleasure – dissatisfaction work and co uring and promoting happiness in schools, The con social and political divisions. time of growing economic, us from with this focus on subjective wellbeing is that it distracts ever, 00-Cieslik & Simpson Prelims.indd 17 00-Cieslik &SimpsonPrelims.indd 18 xviii key concepts in youth studies Deutsch, N.L. and Theodorou, E. (2010) ‘Aspiring, consuming, becoming: youth Cieslik, M. andPollock, G. (eds)(2002) Bynner, J., Ferri, E. andSheppard, P. (1997) Bourdieu, P. (1986) ‘The formsofcapital’, inJ. E. Richardson (ed.), Bourdieu, P. (1977) Arnett, J.J. (2004) Thoughdefinitionsoftheyouthphasearecontested, seeentryondefin- 1 rosive powersofmodernity. and th Nevertheless wehopethatsuchpessimismwillprovetobemisplaced ened withclimatechange, conflictandeconomicuncertainties. ill-equipped todealwiththechallengesthey youth whonotonlyhave a ‘one dime the recentprotestsled ing socialandpoliticalperspectivesactivities introspective personalfulfilment, atthee ple aregrowingupinsocietiesthattendtovalue thepursuitofashallow of youngpeople. The criticsofthisnarcissismpointtohowyoungpeo- the economicand Bennett, A. (1999) ‘Subcultures orneo-tribes?Rethinkingtherelationship between Beck, U. (1992) Bauman, Z. (1991) Cieslik, M. (2001) ‘Researching youthcultures: someproblemswiththecultural turn Elias, N. (2000) Dillabough, J. andKennelly, J. (eds)(2010) the Twenties ing youth. identity inacultureofconsumption’, Ashgate Press. Restructuring of Youth Identitiesand Transitions inLateModernity Getting ByandNowhere pp. 241–58. of ofEducation Theory ofResearchforthe Sociology Press. youth, styleandmusicaltaste’, in British Youth Studies’, Culture andtheUrbanImaginary at youngpeoplecaninsteadleadtheway inchallengingthecor- . Oxford: OxfordUniversityPress. The CivilizingProcess Risk Society: Towards aNewModernity Emerging Adulthood: The Winding RoadfromtheLate Teens through Intimations ofPostmodernity Outline ofa Theory ofPractice social divisionsthatareunderminingthelifechances by Scottish Youth IssuesJournal young people, wemay have ageneration of REFERENCES Sociology .Press. Aldershot: Ashgate . London: Routledge. . Oxford: Wiley-Blackwell. Note Youth andSociety Twenty Somethinginthe1990s: Gettingon, , 33(3): 599–617. nsional’ way oflivingbutarealso Lost Youth intheGlobalCity: Class, . London: Routledge. Young People inRiskSociety: The xpense ofmoreoutward look- . Cambridge: CambridgeUniversity . New York: GreenwoodPress, . London: Sage. , 2: 27–48. . The fearisthatdespite face inaworldthreat- , 42(2): 229–54. . Aldershot: Handbook 26/10/2012 2:34:06PM introduction xix 26/10/2012 2:34:06 PM . . Essays Inventing . Oxford: Berg. Oxford: . Researching Young Researching Young . London: Palgrave. London: . . London: Palgrave. Palgrave. London: . . 2nd edn. New York: York: New edn. 2nd . . London: Routledge. London: . , December, 47: 427–44. 47: December, , . London: Sage. London: . . Cullopton: Willan Publishing. Willan Cullopton: . . Buckingham: Open University Buckingham: . , 14 (3): 245–59. 14 (3): , The End of Labour: Within Within The End of Child Labour: . London: Palgrave. pp.13–28. Palgrave. London: . Criminal Identities and Consumer Culture: Criminal Identities and Consumer Culture: Journal of Sociology Journal . Geneva: ILO. Geneva: . Innovations in Youth Research Youth Innovations in Young People and Social Change: Individualization and Social Change: People Young Jilted Generation: How Britain Has Bankrupted Its Jilted Generation: . London: Routledge and Kegan Paul, pp. 276–320 pp. Paul, Routledge and Kegan London: . Researching Youth . Milton Keynes: Open University Press. Milton Keynes: . Journal of Youth Studies Youth of Journal Rave Off: Politics and Deviance in Contemporary Youth Youth and Deviance in Contemporary Politics Rave Off: . London: Tavistock, pp. 16–49. pp. Tavistock, London: . Youth Studies: A Global Introduction Studies: Youth . Cambridge: Polity Press. Polity Cambridge: . , December, 47: 355–70. 47: December, , . London: Norton. London: . Inside Subculture: The Postmodern Meaning of Style The Postmodern Inside Subculture: Modernity and Self-Identity: Self and Society in the Late Modern Age in the Late Modern Self and Society Modernity and Self-Identity: Therapy Culture: Cultivating Vulnerability in an Uncertain Age in an Uncertain Vulnerability Cultivating Therapy Culture: The Culture of Narcissism: American Life in an Age of Diminishing American Life in an The Culture of Narcissism: Youth Youth Lifestyles in a Changing World Lifestyles in a Changing Youth Écrits . London: Sage. London: . Young Women and the Body: A Feminist Sociology A Feminist Body: and the Women Young Governing the Soul: The Shaping of the Private Self Governing the Soul: . London: Norton. London: . . Aldershot: Ashgate Aldershot: Press. . . London: Icon Books. Icon Books. London: . the Birmingham School’, the Birmingham School’, Cambridge: Polity Press. Polity Cambridge: and Risk in Late Modernity on youth and young adulthood’, perspectives and cultural “transition” reconciling of Sociology Journal Crime Exclusion and the New Culture of Narcissism Crime Exclusion and the New Culture Technologies of the Self Technologies London: Routledge. Routledge. London: Expectations People’s Lives People’s ca change, plus c’est la meme chose?’ ca change, on the SociologyKnowledge of (1st edn 1927). Association Free Books. M. Cieslik and S. Miles (eds) and S. Cieslik M. Culture Reach, Global Report Under the Follow Up to the ILO Declaration on Fundamental the Follow Global Report Under Reach, 2006 Work Principles and Rights at Press. Youth Adulthoods: A Biographical Approach to Youth Transitions A Biographical Approach Adulthoods: to Youth Griffin, C. (2010) ‘The trouble with class: researching youth, class and culture beyond researching youth, ‘The trouble with class: (2010) C. Griffin, Furlong, A., Woodman, D. and Wyn, J. (2011) ‘Changing times, changing perspectives: changing perspectives: ‘Changing times, (2011) J. Wyn, and D. Woodman, A., Furlong, Hall, S., Winlow, S. and Ancrum, C. (2008) C. Ancrum, and S. Winlow, S., Hall, Giddens, A. A. (1991) Giddens, Furlong, A. and Cartmel, F. (1997) F. and Cartmel, A. Furlong, Lacan, J. (2006) J. Lacan, (1996) C. Lasch, Foucault, M. (1988) ‘Technologies of the self’, in M.L. Gutman and H. Hutton (eds), Hutton (eds), H. Gutman and in M.L. of the self’, ‘Technologies (1988) M. Foucault, (2004) F. Furedi, (eds) (2009) E. Ireland, and E. Cleaver, R., Brooks, S., Heath, Furlong, A. (ed.) (2012) (ed.) (2012) A. Furlong, Jones, G. (2009) G. Jones, (2000) S. Miles, (ed.) (1993) S. Redhead, Mannheim, K. (1952) ‘The problem of generations’, in P. Kecskemeti (ed.), (ed.), Kecskemeti in P. ‘The problem of generations’, (1952) K. Mannheim, Frost, L. (2001) L. Frost, Henderson, S., Holland, J., McGrellis, S., Sharpe, S. and Thomson, R. (2007) R. Thomson, and S. Sharpe, S., McGrellis, J., Holland, S., Henderson, (2006) ILO (International Labour Organization) Heath, S. and Walker, C. (eds) (2012) C. Walker, and S. Heath, (2010) S. and Malik, E. Howker, MacDonald, R. (2011) ‘Youth transitions, unemployment and underemployment: plus unemployment and underemployment: transitions, ‘Youth (2011) R. MacDonald, Rose, N. (1989) N. Rose, Roberts, K. (2003) ‘Problems and priorities for the sociology of youth’, in A. Bennett, Bennett, A. in ‘Problems and priorities for the sociology of youth’, (2003) K. Roberts, Muggleton, D. (2000) D. Muggleton, 00-Cieslik & Simpson Prelims.indd 19 00-Cieslik &SimpsonPrelims.indd 20

xx key concepts in youth studies Wilkinson, R. andPickett, K. (2009) White, R. (2011) ‘Climate change, uncertainfuturesandthesociologyofyouth’, Threadgold, S. (2010) ‘“Should Ipitchmytentinthemiddleground”?On “middling Žižek, S. (2007) Žižek, S. (2002) Wright Mills, C. (1959) Wierenga, A. (2011) ‘The sociologyofyouth, thefutureandholygrail’, Willetts, D. (2010) Thornton, S. (1995) Thomson, R. (2011) Everyone Youth Studies 381–93. tendency”, Beckandinequalityinyouthsociology’, Polity Press. Studies Australia And Why They ShouldGiveItBack . London: Penguin. The UniversalException Welcome totheDesertofReal The Pinch: HowtheBabyBoomers Took Their Children’s Future– , 30(3): 40–6. Club Cultures: MusicMediaandSubculturalCapital Unfolding Lives: Youth, GenderandChange The SociologicalImagination , 30(3): 13–19. . London: Atlantic Books. The SpiritLevel: Why EqualityIsBetterfor . London: Continuum. . London: Verso. . London: Penguin. Journal of Youth Studies . Bristol: Policy Press. . Cambridge: , 14(4): 26/10/2012 2:34:06PM Youth