Teacher and youth

identity
Muhammad Akashah Shahrul Arif
Nur Hayana Saidan
Nor Fadhilah Yanti Abdul Manaf
Nur Hidayah Muhamad Saleh
Shazrina Ngatemin

Learning objectives:
By the end of this session, you should be able to:
Demonstrate understanding of the concept of
youth culture and subculture
Determine and differentiate between different
types of youth subculture available in Western
society
Explore the variety of youth culture in Malaysia
Develop awareness and apply understanding of
youth culture in the context of role as a teacher

Teacher and Youth Identity

http://www.youtube.com/watch?v=eVTXPUF

4Oz4&ob=av2e
What do you listen to when you were young
and why?
Youth culture:
Making friends
Form groups
Doing activities together
Have names for their groups. *Cultural grouping

Andrew Pollard (1984) found that children

aged between eight and twelve could be

identified according to their group.
(goodies , jokers , gangs)

Other research also shows cultural groupings

among students in secondary and high

schools such as:
Bob Connell (1989), divisions within male peer

groups as cool guys, swots and wimps

Pamela Nilan (1992), describes four categories
of female friendship as kazzies, DBTs, tryhards
and originals.

Teacher and Youth Identity

Budaya Remaja
How do you feel about them now? School visits.

Lets understand ourselves...

Kehily, M.J. (2003) Youth Cultures, in M.J Kehily and J Swann,

Children's Cultural Worlds.

Activity 1
Pieces of paper with a sentence in each is

given.
Your task is to recreate the text from them.
Make sure you understand what your text
is about.
There is no right or wrong text.
Raise your hand when you finished or if
you need any help.

Activity 1
In your group, find someone who has the

same pieces of sentences as you do and

compare your text with them.
Raise your hand if you need help.

Activity 1
In your group, find someone who has a

different pieces of sentences than you have

and read the text that he/she has made.
Have him/her explain it to you if you dont
understand a certain thing.
Raise your hand if you need help.

Summary of Activity 1 on
Youth Culture
The cultures that are available to a child, or youth, depend on the

period that he, or she, grew up in.

Socio-economic background and the childrens ideas can

contribute to the cultures at the time.

Cultural grouping children affiliate with in school play an

important role in shaping their lives and futures.

The cultures provide youth with ways of making sense everyday

experience.
Often identified at time of key cultural and soietal change.

Subculture
a term created by researchers to help in

understanding youth culture.

Definition of subculture given by OSullivan
(1994) and Thornton (1997):
subcultures are significant and distinctive
negotiations located within wider cultures
OSullivan (1994)
The defining attribute of subcultures lies with the
way the accent is put on the distinction between a
particular cultural/social group and the larger
culture/society. Thornton (1997)

Subculture
From Cohen (1995), subcultures arise when

people with similar problems get together to

look for solutions.

Summary for Subculture

distinct cultural group within society.
can help us to understand differences between young

people.
offering some insight into the views of young people.
may have underground or marginal status within society.
may challenge the conventions of the wider society.
may be regarded as transgressive or oppositional.
may be marked by a distinctive style.
Members of a subculture do not regard themselves as
victims.
Its activities and practices may be exciting and
pleasurable.

What can you get from knowing a

Subculture?
Pupils interest
Socio-economic background
Pupils personality
Teaching methods
Etc.

Supplement
Key readings in webCT PGCE, School and

Society, Education for Social Justice: Teacher

and Youth Identity:
Kehily, M.J. (2003) Youth Cultures, in M.J Kehily and J

Swann, Children's Cultural Worlds.

Explains in more details about

youth cultures
Evidence from research papers

Youth subculture in Western

society

Learning objectives:
By the end of this slot, you should be able to:
Explore and differentiate between different
types of youth subculture available within
Western society
Relate the importance of social cultural
aspect of youth in shaping their identities

Kehily, M.J. (2003)Youth Cultures, in M.J

Kehily and J Swann,Children's Cultural Worlds

General
concept and
ideas

Specific
examples

Youth
subcultur
e

Factors
affecting

Inside and outside

School ??

Roles to youth
development
and identity

Why do youth decide to

create their own distinct

culture within the society?
Why do varieties of different
culture exist?

Youth subcultures
Prefix Sub- smaller groups created within

broader culture
Exist since early 20th century
late 1940s in Jamaica, 1960s in Britain and
1970s in south Africa
Dangerous and challenging activity
Different characteristics shown between
subculture

Within
School
society

Reflect and share

activity
In pairsdiscuss (3 minutes)
your group of friends at school. What are they like?

What do you do together? What do you talk about? What do

you do at lunch time and recess?
other friendship groups at school and what they are
like, how you see them? How would you describe the way
they behave? Give specific examples, if you can.
Are certain groups considered to be more popular than
others? why?
Do you choose to label yourself or are labeled by
others?

Andrew pollard(1984) in UK secondary schools:

children aged between eight and twelve could be identified
according to their membership of child groups within the
school.
Pollard suggested that there were three sub-groups and
defined them as: goodies, jokers and gangs'.

Goodies: a large group of children - boys and girls - who

had a positive attitude to school and were of moderate
ability.
Jokers another large: mixed gender group who were seen
to be academically able, good at sport and popular with
teachers
and peers as members of sporting teams or the school
choir and as house captains.
The gang: group of girls who were less academically
successful, played rough and tumble games, often with
boys, and drew
upon sexual themes in many of their exchanges.

In Australia:
Bob Connell (1989)
identified and documented the divisions within male peer groups as
'cool guys, swots and wimps

Pamela Nilan (1992)

describes four categories of female friendship as kazzies, DBTs,
tryhards and originals
kazzies - girls from ethnic minority backgrounds, usually Greek,
who
live in less fashionable parts of town and dress in ways that
emphasize
their femininity;
DBTs - Double Bay Trendies - middle- and upper-middle-class
girls,
living in exclusive suburbs, attending private schools and dressing
in
casual but expensive clothes to achieve an American college look;
tryhards - girls
in either of the above categories who simply try
http://www.tandfonline.com/doi/abs/10.10
too hard
80/0305498890150309
to possess style and achieve the look, but never quite get there;
originals - girls
who embody a style and a look that is recognized
http://www.tandfonline.com/doi/abs/10.108
as
0/0142569920130204

Wayne Martino (1999)

Co-educational high school in Perth, western
Australia
Boys group themselves by the factor of masculinity
1. Cool : cool boys were actively involved in football and
had a high profile at the particular school
2. Party animals : they had a reputation for smoking
marijuana and getting drunk at parties
3. Squids
4. Poofs

http://www.tandfonline.com/doi/pdf/10.1080/014256
99995434

Defining features:
Background/
social
class
/ethnicity/lo
cation
What are
the main
factors?

gender

Achievement
and
involvementin class or
school(interes
t, aspirations,
values)

Styles/appe
arance

Culture and identity

Think and share..activity

In groups, discuss (3 minutes)
What effect does this issue

have on youth?
Does this issue can also be
related to behavior for learning?

IDENTITY : WHO WE ARE??

Specific examples within broader society.

Beyond school..
Are they different??

PUN
K

Emerged in the UK, US and Australia in the mid1970s

Drew inspiration from several strains of modern
art. The formation of the punk was influenced by
various writers, books and literary.
Centred around listening to recordings or live
concerts. Most of their songs are short, have
simple and basic arrangements using relatively few
chords expressing their values and ideologies.
Ideologies individual freedom and antiestablishment views.
Fashion outrage others with the highly theatrical
use of clothing, hairstyles, etc.
Their artwork usually straightforward.
Punks can come from any social class.
Gender equalist

SKINHEAD
S

Emerged in 1960s originated among working

class youths in the UK
Named for their shaven heads was primarily
based on fashion, music and lifestyle.
Style of dress-a kind of caricature of the model
worker mods influenced style to less-strict punk
Late 1960s engaged in violence against South
Asian immigrants led them to become anti-racist
and leftist skinheads.
Attitudes toward race and politics have become
factors - Appeared to represent the concerns of the
present couched in the myth of the past.
The story behind their anger
oppressed by the environment (e.g.: police and
legal system, school and youth clubs, social
workers)

RASTAFARIA
NS

A religious group that emerged in Jamaica

Motive a way of making sense of the experience
of being poor and black
Rastafarianism appealed to the young,
particularly young males
Combined elements of Jamaican culture with the
Bible to create new meanings which articulated
black experience in direct ways
Africa as a spiritual home and a potent symbol of
loss, desire and hope

DUCKTAIL
S

A group of white males with a distinct style

and attitude that emerged within the context
of socio-economic
Ducktail is to describe the hairstyle favoured
by the group was popular during the 1950s
Many parallels with the skinheads culture
But compare to skinhead, this group sharing
the racism

HIPPIE
S

Originally a youth movement that arose in the US

during the mid 1960s. Composed mostly of white
teenagers and young adults between the ages of 15
-25
The word hip came from African American culture
and denote awareness
Hippie fashions and values had a major effect on
culture
Long hair, long dresses, wear a lots of velvet and
patchouli oil
Their ethos influenced The Beatles and others in the
UK and Europe.
The religious and cultural diversity adopted by the
hippies has gain acceptance
Go against wars, governments and selling out.
Medium/ways of expressing their feelings, protests

Thinking
activity
Explore ideas about youth identity and culture within

broader society
In groups:
Assign a secretary to note down ideas
Each group will be given an envelope containing
pictures.
Based on the pictures and of course the background
history presented, try to put yourselves in their
shoes and answer all question in the next slide as
best as you can.( 5 minutes)
Then, each group need to present their ideas to the
whole class where the person with odd stick will lead
the presentation.(10 minutes)

Questions..
These are some questions that you might want to think
about.
If you had been given a chance to re-create the group;
What probably the best things for you to do. Is there any
features that you want to change. What and why? Give
your reasons.
Relation to shaping identity? Is what you choose reflects
what you think?
What defining you? How to recognize / differentiate any
particular features? Is it matter to be different with others?
Is there any factors affecting varieties?
Differences between boys and girls?

Reflect
What we have in our youth culture today?
Is the group you re-create somehow reflect

your inner thought?

Is there any significant differences to the
past?
If you happen to encounter with teenagers
with such identity, what would your reaction
be?

Conclusio
n
activity..

Factors for emergence of youth

subculture??
- Social-economic background

(class/gender/ethnicity)
- Time (period you grew up)
- Location (place/area/neighborhood)

Youth subcultures in

MALAYSIA

Malaysian Youthspeak
We are told that the future is in our hands, while
at the same time, our right to decide what is
good and what is bad has been taken by people
who think they know better.
We are asked to be independent and mature,
but we are being treated like children who cannot
be depended on to make serious decisions. Most
people fail to see that the teenage life is more
than just a growing process, it is completely
different style and DIFFERENT is the keyword
here.
Zawawi Ibrahim, UM

Therefore..
Emergence of Malaysia youth subcultures
according to
the various kind of activities
Express their feeling into action

In group, discuss the style of this subculture in

the term
of:
1)
2)
3)
4)

Fashion of dressing
Location of hang out
Ways of talking
Social class and ethnicity

Or simply share a story of your experiences (or

your
friends experiences) when joined this

1) Various music subcultures

e.g. :
# rap/ hip-hop/ R&B
# heavy metalblack metal (start famous
in 2003)
# punk
#rock and roll

2) Shopping Mall culture

- ?? Increase of shopping malls in urban area
and promotions every year
- Increase amusements games including
bowling, cinema, etc

3) Mat rempit culture

- dominant by teenage boys
- term used for person who involved with the
illegal/
racing and do dangerous stunt at public
road

4) K-Pop culture
- Music genre includes hip hop/pop/rock/R&B
- Resulting in fashion style of korean idol group and
singer

5) blogging, social networking, v-logging

culture
- Used as medium to express ideas and opinions
- ??Interest
- ??Friendship

6)Graffiti and shuffle

*Graffiti - painted/marked on any property
- way of youth express their talent in
art

*Shuffle- street dance

What youve know so

far?
UK

MALAYSIA

Are they similar?

Have you heard about

The Way Forward- Malaysia

Vision 2020

Try focus on teachers context.

Activity: Linking the knowledge

Here are some ideas.
Malaysia Vision 2020
The vision calls for nation to achieve a self-sufficient
industrialised nation by the year 2020 through nine strategies:
(1) Establishing a united Malaysian nation with a sense of
common and shared destiny.
(2) Creating a psychologically liberated, secure, and developed
Malaysian society.
(3) Fostering a democratic society.
(4) Establishing a fully moral and ethical society.
(5) Establishing a mature liberal and tolerant society.
(6) Establishing a scientific and progressive society.
(7) Establishing a fully caring society and a caring culture.
(8) Ensuring an economically just society.
(9) Establishing a prosperous society
Source:

Source:
Education is to play an important role in helping the country to meet
the above challenges of becoming a developed nation. Specifically,
education is perceived as promoting national unity, social equality,
and economic development. Education is an instrument for promoting
and strengthening national integration by inculcating a common and
shared destiny among the different ethnic groups, removing racial
prejudices and encouraging cultural tolerance, and establishing the
use of a common national language,that is, Bahasa Malaysia. As an
agent of social equality, education is to promote social consciousness
and social justice by providing equal educational opportunities.
Education is seen as a means for social mobility which forms one of
the avenues for income redistribution and restructuring the Malaysian
society economically. The education system has an important role to
play in supplying human resources for economic growth. Besides
economic prosperity, the schools are to help in developing a caring
society.

YES!
It is the role of

EDUCATION
But why is education ?

Moral Issues
Social Problems

You are the

KEY
Poor academic
achievement

Conflict Identities

What
makes
you a
good
teacher?

The true teacher accepts all

students

Resource: Ernest O. Melby from his book

The Teacher and Learning, 1963

A teacher says: I can accept my good students,

those who behave and do good work, but I cant

accept those who no not work, who have the wrong
attitude and cause me trouble.

All Youth Have a

Voice
Kike, a member of the gang The Shadow

I think its wrong when people say that were thieves, drug addicts, and so on. Because
a thief is different from a gang member, and a junkie is different from a gang member.
Street kids are different, too. People shouldnt judge us by lumping everybody together.
Gang members dont get along with thieves. Sometimes, of course, we steal, but we
dont steal like professional thieves. For thieves its their job. We steal only occasionally,
lets put it that way. For me, people who say that were dirty swines are wrong. They
should put themselves in our shoes and then they would know eventually
what we are.

Voice of Youth
Website: http://voicesofyouth.org/
http://www.underconsideration.com/brandnew/

archives/new_voice_for_voices_of_youth.php