Challenges and opportunities for adolescent

Challenges and opportunities for adolescent

Chan Kwok Bong [email protected]

2012-02-16

Who am I? Trained in Social Work and Counselling A Registered Social Worker Working in a NGO, an experienced Youth

Worker Born and bred in Hong Kong Married with no kids Once upon a time was an adolescent ……

How this lecture relevant to you

This lecture is relevant to you because you are:-a adolescent (at least from Erikson’s viewpoint: ages 11-21)

a prospective teacher teaching LS a prospective teacher who will work with adolescents

How this lecture relevant to you (Cont’d) Self-understanding (for personal grow

th and life planning) Learnt the subject matters so that you

can teach (pass on knowledge to students)

Learnt more about the adolescents so that you can work with them (the known-hows of educating and helping adolescent)

Challenges and opportunities for adolescent

Adolescent: a young person who is developing into an adult. (teen, teenager, juvenile…) -Cambridge on-line dictionary

Adolescence: Transitional stage from Puberty to Adulthood

Developmental perspective“Social Invention” / Social Construction (such as Bakan, 1972; Fasick, 1994; Hine, 2000; Good & Nichols 2004 )

Critical social analysis

Developmental Perspective:Life in 30 seconds

Life tasks?Significant relationships?Institutions?What are missed in the video?

http://www.youtube.com/watch?v=A1UyWaMkM1A

Erik EriksonJames Marcia

A very brief review: Developmental Perspective

Erikson's stages of psychosocial development

Influenced by Freund’s Psychosexual development theory

Elaborated Freund’s Genital Stage (Puberty) to Adolescence; plus 3 more stages of Adulthood

Each stages are marked by a “Conflict”; successfully resolved it will result in a favorable outcome, “Virtue”

Recent views of Erikson about Identity Formation: In our industrial society, process of identity formation is prolonged (to ages 25-30), because it takes us so long to gain the skills needed for adulthood’s tasks in our technological world.

School-age / 6-11  - Industry vs. Inferiority - Competence. Main Question: "How can I be good?" , How can I "being responsible, being good and doing it right." Sources of Inferiority: Teachers and Peers

Adolescent / 11 - 21 - Identity achievement vs. Role Confusion - Fidelity. Main Question: "Who am I and where am I going in life?“Self-image, School and Career Identities, Sexual Identity

Young adult / 21-40 - Intimacy vs. isolation - LoveMain Question: “Can I love?" or "Shall I share my life with someone or live alone?" Dating, marriage, family and friendships alone.

Erikson's stages of psychosocial development

The four identity statusesby James Marcia

Agreed with Erikson’s notion of normative crisis for adolescent; but Identity Formation is not a “either-or”, i.e. either Identity Resolution or Identity Confusion;

It is better to be understood in a variety of life domains of an adolescent including Politics, Occupation, Religion, Intimate Relationships, Friendships and Gender roles;

to the extent that s/he has both explored and committed in these life domains.

Identity achievement has 2 distinct parts: (1) time of choosing or crisis, and (2) a commitment in the life domains, among others, Ideology and Occupation. 

The four identity statusesby James Marcia

Foreclosure a commitment is made without exploring alternatives. based on parental ideas and beliefs that are accepted

without question Identity Diffusion

neither explore nor make commitments may become socially isolated and withdrawn

Moratorium in the midst of a crisis but whose commitments are either

absent or are only vaguely defined characterized by the active exploration of alternatives

Identity Achievement experienced a crisis, undergone identity explorations and

made commitments. from diffusion through moratorium to identity achievement

Social Invention / Social Construction of adolescence

A simple survey: in a state of strong

“storm and stress”? You, yourselves Your friends Messages you received

Social Invention of adolescence

Invention of adolescence (Fasick, 1994) The structural changes contributed to "invention" ad

olescence, among others, include: movement of adolescents from the workplace to the school, the dependence of adolescents on their parents, the growth of commercial enterprises geared to adolescents, the diversification of occupations, and urbanization.

…although puberty has been a feature of development for as long as humans have lived, it was not until the rise of obligatory education that we began treating adolescents as a distinct (social) group. (Bakan, 1972)

Social Invention of adolescence

“Young people became teenagers because we had nothing better for them to do. We began seeing them not as productive, but as gullible consumers.”

Hine (1999) in The Rise and Fall of the American Teenager talks about how Industrial Revolution brought about the rise of consumerism that in turn “invent” teenagers

Social Construction of adolescence

“…Adult conceptions of youth are pejorative…and the negative beliefs have grown more prevalent over the past 50 years… [it can] be traced as 1900, when adolescents began to be viewed as a separate and strange culture. G. Stanley Hall introduced the concept of adolescent “storm and stress”“storm and stress” to explain the strangeness of youth…”“…This powerful argument has become difficult to reverse… [though] in the 1960s Albert Bandura reported that the then popular view of adolescence as a time of storm and stress was unwarrantunwarranteded…”“…One reason for the widespread belief in the storm-and-stress phenomenon is that the mass mediamass media sensationalizes adolescent behavior.”

Good & Nichols (2004) in The Continuing Myth of Adolescence, explore the origins of youth devaluation in United States:-

Social Construction of Adolescence

mainly consumerism and mass media after industrialization,

led the formation of adolescence as a social group / social class who are no longer considered children, but

do not have the duty, status quo, or social power of adults.

if this continues, young people untapped potential is wasted will lose even more social power.

Challenge: (the situation of being faced with) something needing great mental or physical effort in order to be done successfully and which therefore tests a person's ability.

Challenges and opportunities for adolescent

Opportunity: an occasion or situation which makes it possible to do something that you want to do or have to do, or the possibility of doing something.

- Definitions from on-line Cambridge Dictionary

Challenges and opportunities for adolescent are issues about:

Personal Competence and Social Efficacy,

and

Social Capital and Social Networkof adolescents

when facing

the Social arrangements and conditionsmeet

External demands, andpursue

Personal Goals and aspirations

Developmental Tasks: Health Self-image Schooling Hobbies / Interests / Sports Career planning Peer relationship Friendship Love and courtship Social Participation Citizenship (National Identity, Global Citizen…) Religious Belief Political Belief…

Challenges and opportunities for adolescent – Developmental perspective

Institutions School Family Workplace NGOs Community /

Neighborhood bodies Political Bodies Religious Bodies …

Challenges and opportunities for adolescent – Developmental perspective

Significant Relationship Boy Friend / Girl Friend Friends / Neighbors Teachers / Schools Colleagues Partners Parents / Family Role Models / Leaders Competitors / Enemies …

The 6 Most Important Decisions You’ll Ever Make – A Guide for Teens

6 Decisions to make about ： Surviving and Thriving in Schools Making and Being a Friends Closing the gap with Parents Dating and Sex Addictions Self-worth

Sean Covey (2006)

SEN students South Asians, Ethnic Minorities students Gender Orientation, Homosexual Adolescents Adolescents in Poverty families

Challenges and opportunities for adolescent – Critical Analysis

In Hong Kong, how do social arrangements and conditions set barriers for these groups of adolescents when they pursue their goals?

And how barriers are set by social arrangements and conditions for adolescents also?

…Did you know Shift Happens over the globe?

How do you feel about it?

How do you describe the shift?http://www.youtube.com/watch?v=xTIuJ8KB98w&feature=

fvwrel

New Challenges and Opportunities of adolescent

To be written by every of us…

Undesirable forms of Growth Around the World

Report produced by the United Nation Development Program (UNDP) in 1996 Jobless Growth: Old jobs are disappearing. New Jobs are not created fast enough to replace them.Ruthless Growth: Gap between rich and poor increasesVoiceless Growth: Development of democracy cannot catch up with the economic growthRootless Growth: Marginalization and elimination of cultural groups by dominant cultural groups Futureless Growth: Due to unsustainable practices

Undesirable forms of Growth Around the World

Some rough figures about HK in mind… Gini coefficient >0.5 Obesity > 10% in pupils Heart diseases: 2nd most alarming diseases Anxiety > 10% in youth group Unemployment rate > 7% in Youth group Degree depreciation / certificate depreciation Labor shortage in 2018

Ideas of Well-being, World Health Organization (WHO)

Well-being as a holistic concept of the six domainsphysical health psychological state spirituality/religion/personal beliefs level of independence social relations relationship to salient features of the environment

New Challenges and Opportunities of adolescent

As a Youth Worker, my version of adolescents are ： net Geners (Tapscott, 2009)

“green” in-born “multi-tasking” guys good collaborators prosumers (consumer + producer) longing for social participation

How this lecture relevant to you

This lecture is relevant to you because you are:-a adolescenta prospective teacher teaching LS a prospective teacher who will work with adolescents

We explore it fromDevelopmental perspectiveSocial Invention / Social Construction Personal Goals and aspirations

Challenges and opportunities for adolescent

We see some global shifts, take the global perspective, and elaborate how it forms the context and content for the challenges and opportunities for adolescent.

20 mins break…

If shift happens, how will education / we shift in the ways that prepare adolescents for these challenges and opportunities?

http://www.youtube.com/watch?v=dMsNct4X_GU

Your “Shift” list From banking model to inquiry-based of

teaching

Prepare adolescents for their FUTURE, not for their past.

But, what the future will be?

The 3 Futures

Probable future: What will be the consequences of carry on with business as usual, with our current mindsets, practices and pattern? respond to changes / Problem-Centered strategiesNatural vision of Manager

Ellyard, Peter (1998, 2008)

Preferred future: What should happen? What is our dreams? It creates hope. Hope leads inspiration and, hence, commitment. •create changes / Mission-oriented strategies•Vision of Leader

Possible future: What can happen? A synthesis of the probable and preferred futures, which reflects;

the availability of resourcesresources, makes value judgmentsvalue judgments on the relative power and

ability of the visionary to shape the futureshape the future, and the threats and opportunities created by the external enexternal environmentvironment.

The 3 Futures

“…the embodiment of the synthesis and hybridization of the old and the emerging new.”Adapt to changes and create changesPart-manager and part-leader

What are the implications of Ellyard’s future perspective for you to teach LS, Globalization, National Identity, Citizenship and IES ？

Greeners Action Green (Secondary) Student Council

http://www.greeners-action.org/modules/AMS/

My “Shift” List

Possible future to future / changes New Paradigm regarding adolescents Communitarian ideas to education Critical pedagogy / Praxis to education Engage adolescents, work with them to

gether.

Paradigm Change regarding Adolescents extracted from Bank of I.D.E.A

Problem

Client

Recipient

At risk Population to be deal with

Tomorrow’s Leaders

Adult in the making

Problem Solver

Change Maker

Co-participant

Leadership asset to be cultivated

Part of today’s leadership team

A citizen today

Make a Difference (MaD Asia)http://www.mad.asia/en/n-whats-mad

Communitarian ideas to Education

Communitarianism

Two major attacks made against on liberalism: The premises of individualism, such as the rati

onal being who choose freely, are wrong and that the only way to refer to individuals is in their social context

The premises of individualism give rise to morally unsatisfactory consequences

(Avineri & De-shelit, 1992)

Gradually emerged in the 1970 to challenge liberalism.

Communitarians make it clear that: Our attachments to communities is not

voluntary Social attachments are not normally

chosen ones (e.g. family, nationality, etc.)

Our upbringing and the values we adopt and live by are often acquired involuntarily by being picked up rather than being a matter of rational choice by individual

Communitarianism

(Aurthur, 1998)

Identities and Community“...our deeply felt attachments to a number of communities constitute our identity. This allows us to experience our life as bound up with the good of these communities”

“…these “constitutive communities” define the sense of who we are and provide a largely background way of our being in the world of thinking, acting and deciding……to reject them leads to an identity crisis or an acute form of disorientation which will damage our identity…”

“…we can answer the question of what these “constitutive communities” are by asking a question of ourselves: “Who are you?”. The answer will certainly include: family name, nationality, language, culture and religion – all of which derive from community”

(Bell, 1996)

Communitarian ideas to Education

The purpose of education is to foster the growth of loving persons, who are aware both of their own individuality and of their membership one of another; who accept on another, and who, understanding their own interdependent nature, choose to use their experience creatively in cooperation with one another.

Keeble (1981) Community and Education

The education goals for comprehensive schools (Hargreaves, 1982) sought to increase greater democratic participation, stimulate greater social solidarity and help resolve conflict between different communities.

Communitarian ideas to Education

Similar to many communitarians, he suggested a community-centre curriculum of which community studies, including practical community service, were an integral part as a solution.

He proposed that it should be compulsory for all, made use of internal assessment (to avoid influences of public examination over the curriculum) and cross-subjects employing team teaching strategies.

It needs a village to raise a chilIt needs a village to raise a child,d,

- African proverb and only one child could change a village.

Connecting Adolescents, Curriculum and Community

ruMAD? Are You Make a Difference

http://www.rumad.org.au/projects in Australia

ConnectingConnecting student-led learning to the student-led learning to the community benefits both the learner and the community benefits both the learner and the community.community.

Without the communitycommunity, the individual is left without a place where he can concontributetribute. The community is that grounding place where people come and share share their giftstheir gifts and receive them from othereceive them from others.rs.

Sobonfu Some

Critical Praxis of Communitarian ideas to Education?

The key task for education is to teach young people to respect worthy traditional values, whilst enabling them to develop their critical capacity so that they can through democratic deliberations with others identify and strip away the prejudices which undermine doctrines of the past.

(Tam,1996)

Critical pedagogy / Praxis to education

Critical pedagogy / Praxis to education

Scholar, Yu An Bong (2002, 2005 & 2008) in his series Classroom in Community, CIC ( 社區有教室 , in Chinese), suggests the critical praxis of CIC to rule out any return to “tradition values”, or to “native education” as pure nostalgia.

In the sense that while school could have structural impediments to remove oppressive reproduction of dominant cultural practices. CIC curriculum could cultivate education around greater role of agency among teachers and individuals with the community. In order to do so, the reflexivity of practitioners is the key. He goes on suggesting that teachers should be:

•Community Learners, and

•Problem-posers in education

Teachers as Community Learners in education

Learning in community is a continuous lesson. Teachers as community learners implies teachers are moving from “teaching knowledge for” the community to “realizing knowledge with” the community. This is a “know-how” to “know-why” shift. In this move, teachers engage continuously in the collective inquiries with community members, which in turn facilitates teachers to generate meaningful and contextual questions for student learning in the course of CIC. Chan, Kwok-bong (2009). “Classroom in community: Serving the Elderly People, Learning from Senior Citizens. A community-based Service Learning for Secondary School students in Hong Kong.” New Horizons in Education, 57, No.3

Teachers as Problem-posers in education…as “men and women develop their power to perceive critically the way they exist in the world which and in which they find themselves; they come to see the world not as a static reality but as a reality in the process of transformation” (Macedo, 1993. Introduction. Pedagogy of the oppressed. )

Problem-posing education is to demythologize;

“we need to place the knowledge that we teach, the social relations that dominate classrooms, the school as a mechanism of cultural and economic preservation and distribution, and finally, ourselves as people who work in these institutions, back into the contextcontext in which they all reside.” (Apple, 1990. Ideology and Curriculum)

A tiny example of critical praxis in Service Learning

Service Learning project for F2 studentsSubject: Home EconomicTheme: Healthy Life for Elderly PeopleServices: 1. Design healthy eating receipt

2. Promote it to elderly peopleOriginal receipt: Turkey Sandwiches - FAILHaving learnt from elderly people, revised receipt is Low Sugar Chinese Pudding - OK

Teachers and students learnt from community, i.e., the elderly people

Teachers and students critically re-examined the nature of knowledge of Home Economic, which is static, and is based on western culture.

Teachers and students refined the knowledge of HE, and renewed the receipt based on community learning

A tiny example of critical praxis in Service Learning

In this case, power position of discipline knowledge, i.e. HE knowledge and social condition of elderly people were brought into concern by students and teachers and reconsidered by them. Teacher’s habitus was moved. Students then acted as change agent, induced social changes. (Social Cohesion, Reciprocity, Empowerment)

The last remark:

Engaging Adolescents, work with them together

http://www.youtube.com/watch?v=ZokqjjIy77Y

以共享創意署名-非商業性-相同方式共享 3.0 香港 授權條款釋出

Thank You ！

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* Suggested readings# Translated in Chinese@ Ecopy available on web