Jennie Bristow – författare

Why have the minutiae of how parents raise their children become routine sources of public debate and policy making? This book provides in-depth answers to these features drawing on a wide range of sources from sociology, history, anthropology and psychology, covering developments in both Europe and North America.

The dominant cultural script is that the Baby Boomers have 'had it all', thereby depriving younger generations of the opportunity to create a life for themselves. Bristow provides a critical account of this discourse by locating the problematisation of the Baby Boomers within a wider ambivalence about the legacy of the Sixties.

This book suggests that the enduring problem of generations remains that of knowledge: how society conceptualises the relationship between past, present and future, and the ways in which this is transmitted by adults to the young. Reflecting on Mannheim’s seminal essay ‘The Problem of Generations’, the author explores why generations have become a focus for academic interest and policy developments today. Bristow argues that developments in education, teaching and parenting culture seek to resolve tensions of our present-day risk society through imposing an artificial distance between the generations.Bristow’s book will be of interest to students and scholars in the fields of Sociology, Social Policy, Education, Family studies, Gerontology and Youth studies.

The dominant cultural script is that the Baby Boomers have 'had it all', thereby depriving younger generations of the opportunity to create a life for themselves. Bristow provides a critical account of this discourse by locating the problematisation of the Baby Boomers within a wider ambivalence about the legacy of the Sixties.

Today, many criticisms of young people in the West excoriate a self-obsessed, 'snowflake' generation and the indulgent parents and teachers who enable them, cowed by fears of offending, upsetting, or alienating the kids. But, as sociologists Jennie Bristow and Ellie Lee show, the real roots of the problem lie elsewhere. Pressure to positively affirm young people's views of themselves does not come from the organic relationships between adults and children, formed in families, schools, and communities, but from wider political and cultural dynamics that corrode these relationships. This has consequences both for adult authority, and for young people's ability to develop a rounded, grounded sense of themselves.Strong ties between the generations are essential for inducting young people into society. Today, the cultural obsession with identity incites teenagers and emerging adults to short-circuit the dynamic process of growing up by adopting fashionable badges of self-presentation. But these identity badges stymie young people's access to the intimate, intergenerational relationships that have historically provided the basis for development of maturity. And this process is fuelled by the defensiveness of older generations, who find themselves on 'the wrong side of history'. The result is estrangement between generations and growth in young people's sense of isolation and insecurity.How can we restore generational health to our societies? In this sensitive, optimistic and ambitiously broad intervention, Bristow and Lee advocate laying the conditions for ongoing conversations with the young that absorbs the necessary friction within relationships of love, commitment, and care. But to do so with confidence requires a cultural narrative that supports adults' ability to say no to our children, with a smile.

Today, many criticisms of young people in the West excoriate a self-obsessed, 'snowflake' generation and the indulgent parents and teachers who enable them, cowed by fears of offending, upsetting, or alienating the kids. But, as sociologists Jennie Bristow and Ellie Lee show, the real roots of the problem lie elsewhere. Pressure to positively affirm young people's views of themselves does not come from the organic relationships between adults and children, formed in families, schools, and communities, but from wider political and cultural dynamics that corrode these relationships. This has consequences both for adult authority, and for young people's ability to develop a rounded, grounded sense of themselves.Strong ties between the generations are essential for inducting young people into society. Today, the cultural obsession with identity incites teenagers and emerging adults to short-circuit the dynamic process of growing up by adopting fashionable badges of self-presentation. But these identity badges stymie young people's access to the intimate, intergenerational relationships that have historically provided the basis for development of maturity. And this process is fuelled by the defensiveness of older generations, who find themselves on 'the wrong side of history'. The result is estrangement between generations and growth in young people's sense of isolation and insecurity.How can we restore generational health to our societies? In this sensitive, optimistic and ambitiously broad intervention, Bristow and Lee advocate laying the conditions for ongoing conversations with the young that absorbs the necessary friction within relationships of love, commitment, and care. But to do so with confidence requires a cultural narrative that supports adults' ability to say no to our children, with a smile.

The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age?Employing a generational analysis, this book offers an original approach to the study of education. It explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment.This is a timely contribution to current debates about the University and an invaluable resource for those interested in education, youth, and intergenerational relations.

The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age?Employing a generational analysis, this book offers an original approach to the study of education. It explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment.This is a timely contribution to current debates about the University and an invaluable resource for those interested in education, youth, and intergenerational relations.

Available Open Access digitally under CC-BY-NC-ND licence.The concept of ‘generations’ has become a widely discussed area, with recent events such as the COVID-19 pandemic revealing our dependence on intergenerational relationships both within and beyond the family. However, the concept can often be misunderstood, which can fuel divisions between age groups rather than generating solutions. This collection introduces and explores the growing field of generational studies, providing a comprehensive overview of its strengths and limitations. With contributions from academics across a range of disciplines, the book showcases the concept’s interdisciplinary potential by applying a generational lens to fields including sociology, literature, history, psychology, media studies and politics. Offering fresh perspectives, this original collection is a valuable addition to the field, opening new avenues for generational thinking.

It is already clear that the COVID-19 crisis will have huge social and economic implications. The Corona Generation considers its effect on the generation currently coming of age: the demographic currently known as ‘Generation Z’. A generation that was already considered to be teetering on the brink of an uncertain political, economic, and environmental future now finds itself entering an adulthood in which nothing can be taken for granted; where continuous crisis management is already presented as the ‘new normal’.