Peter Kelly – författare

This collection examines the relationships between a globalising neoliberal capitalism, a post-GFC environment of recession and austerity, and the moral economies of young people’s health and well-being. Contributors explore how in the second decade of the 21st century, many young people in the OECD/EU economies and in the developing economies of Asia, Africa and Central and South America continue to be carrying a particularly heavy burden for many of the downstream effects of the 2008-09 Global Financial Crisis. The authors explore the ways in which increasing local and global inequalities often have profound consequences for large populations of young people. These consequences are not just related to marginalisation from education, training and work. They also include obstacles to their active participation in the civic life of their communities, to their transitions, to their sense of belonging. The book examines the choices that are made, or not made by governments, businesses and individuals in relation to young people’s education, training, work, health and well-being, sexualities, diets and bodies, in the context of a crisis of neoliberalism and of austerity.

In the 21st century myriad earth systems – atmospheric systems, ocean systems, land systems, neo-Liberal capitalism – are in crisis. These crises are deeply related. Taking diverse and multiple forms, they have diverse and multiple consequences and are evidenced in such things as war, everyday violence, hate and extremism, global flows of millions of the dispossessed and homeless; and in the precarious, uncertain, and marginal existence of millions more.

Rethinking Young People’s Marginalisation is concerned with the experience, affect, and effects of these earth systems crises on:

• young people’s life chances, life choices, and life courses

• young people’s engagement with education, training, and work

• the character of young people’s being and becoming, their gendered

embodiment, their participation in cultures of democracy, their resilience,

and their marginalisation.

Indeed, in setting out to rethink young people’s marginalisation, this insightful volume makes a contribution to troubling key concepts in Youth Studies, primarily: structure and agency; transitions and pathways; gender and embodiment, citizenship, risk, and resilience. It does this by drawing on a variety of critical, theoretical traditions, including Bauman’s engagement with the ambivalence of the human condition; Foucault’s studies of mentalities of government and genealogies of the subject; the critique of the politics of disposability and violence of neo-Liberalism undertaken by Giroux, and the authors of Kilburn Manifesto;

Braidotti’s vitalist posthumanism; and Haraway’s figure of the Chthulucene.

Analysing the ways in which young people engage in and develop new cultures of democracy, Rethinking Young People’s Marginalisation will appeal to postgraduate students and postdoctoral researchers interested in fields such as Youth Studies, Youth Sociology, Education Studies, and Critical Social Theory.

In the 21st century myriad earth systems – atmospheric systems, ocean systems, land systems, neo-Liberal capitalism – are in crisis. These crises are deeply related. Taking diverse and multiple forms, they have diverse and multiple consequences and are evidenced in such things as war, everyday violence, hate and extremism, global flows of millions of the dispossessed and homeless; and in the precarious, uncertain, and marginal existence of millions more.

Rethinking Young People’s Marginalisation is concerned with the experience, affect, and effects of these earth systems crises on:

• young people’s life chances, life choices, and life courses

• young people’s engagement with education, training, and work

• the character of young people’s being and becoming, their gendered

embodiment, their participation in cultures of democracy, their resilience,

and their marginalisation.

Indeed, in setting out to rethink young people’s marginalisation, this insightful volume makes a contribution to troubling key concepts in Youth Studies, primarily: structure and agency; transitions and pathways; gender and embodiment, citizenship, risk, and resilience. It does this by drawing on a variety of critical, theoretical traditions, including Bauman’s engagement with the ambivalence of the human condition; Foucault’s studies of mentalities of government and genealogies of the subject; the critique of the politics of disposability and violence of neo-Liberalism undertaken by Giroux, and the authors of Kilburn Manifesto;

Braidotti’s vitalist posthumanism; and Haraway’s figure of the Chthulucene.

Analysing the ways in which young people engage in and develop new cultures of democracy, Rethinking Young People’s Marginalisation will appeal to postgraduate students and postdoctoral researchers interested in fields such as Youth Studies, Youth Sociology, Education Studies, and Critical Social Theory.

Health promotion with young people has largely been framed by theories of behaviour change to target ‘unsafe’, ‘unhealthy’ and/or ‘risky’ behaviours. These theories and models seek to encourage the development in young people of reasoned, rational and risk-aware personal strategies.

This book presents an innovative and critical perspective on young people and health promotion. It explores the limits and possibilities of traditional health behaviour change models with their focus on reason, risk and rationality by examining the embodied dimensions of meaning-making in health promotion programs. Drawing on an array of critical social theories and approaches to knowledge production the authors identify and engage the aesthetic and affective dimensions of young people’s engagement with issues such as road safety, sexualities, alcohol and drug use, and physical and mental health and well-being.

The book will appeal to researchers and practitioners in the fields of health promotion and health education, public health, education, the sociology of health and illness, youth studies and youth work.

Health promotion with young people has largely been framed by theories of behaviour change to target ‘unsafe’, ‘unhealthy’ and/or ‘risky’ behaviours. These theories and models seek to encourage the development in young people of reasoned, rational and risk-aware personal strategies.

This book presents an innovative and critical perspective on young people and health promotion. It explores the limits and possibilities of traditional health behaviour change models with their focus on reason, risk and rationality by examining the embodied dimensions of meaning-making in health promotion programs. Drawing on an array of critical social theories and approaches to knowledge production the authors identify and engage the aesthetic and affective dimensions of young people’s engagement with issues such as road safety, sexualities, alcohol and drug use, and physical and mental health and well-being.

The book will appeal to researchers and practitioners in the fields of health promotion and health education, public health, education, the sociology of health and illness, youth studies and youth work.

'Thoughtfully written and certainly of value to trainee teachers and those already teaching in school' - National Association for Gifted Children Newsletter

Most children already display a range of thinking skills when they communicate with each another and when they talk about their interests (whether those are soap operas or car engines), and this book presents an approach for classroom practice that will encourage teachers to build on the often quite sophisticated thinking skills the children in their class already have.

The author highlights points for good pratice, suggests some lesson ideas and builds in opportunities for professional reflection. Advice on the following is included:

}classroom organization

}approaches to collaborative groupwork

}developing children's (and teachers') speaking and listening skills

}building on the thinking skills that children of all abilities display

}using questioning techniques to promote thinking skills in the classroom

}whole-school issues.

Each chapter ends with a summary of key points and there is some photocopiable material included.

All teachers, teaching assistants and those co-ordinating the learning of gifted and talented pupils will find this book thought-provoking, stimulating and inspiring.

'Thoughtfully written and certainly of value to trainee teachers and those already teaching in school' - National Association for Gifted Children Newsletter

Most children already display a range of thinking skills when they communicate with each another and when they talk about their interests (whether those are soap operas or car engines), and this book presents an approach for classroom practice that will encourage teachers to build on the often quite sophisticated thinking skills the children in their class already have.

The author highlights points for good pratice, suggests some lesson ideas and builds in opportunities for professional reflection. Advice on the following is included:

}classroom organization

}approaches to collaborative groupwork

}developing children's (and teachers') speaking and listening skills

}building on the thinking skills that children of all abilities display

}using questioning techniques to promote thinking skills in the classroom

}whole-school issues.

Each chapter ends with a summary of key points and there is some photocopiable material included.

All teachers, teaching assistants and those co-ordinating the learning of gifted and talented pupils will find this book thought-provoking, stimulating and inspiring.