By Robert MacDonald, Jane Marsh
How do youth get by means of in demanding instances and difficult areas? Have they develop into a "lost new release" disconnected from society's mainstream? Do well known rules approximately social exclusion or a welfare-dependent underclass fairly connect to the lived reports of the so-called "disaffected," "disengaged" and "difficult-to-reach"? in accordance with close-up learn with younger women and men from localities discomfort social exclusion in severe shape, Disconnected formative years? will attract all people who are attracted to realizing and tackling the issues of growing to be up in Britain's bad neighborhoods.
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Additional resources for Disconnected Youth?: Growing up Poor in Britain
By the turn of the century, however, the perceived marginality of more ‘lively’, ethnographic and theoretically-driven studies of young people’s cultures and identities – and the perceived hegemony of ‘dry’, quantitative, empiricist and policy-driven mappings of school-to-work transitions – led some in the field to argue that youth studies has come to a parlous, near-moribund state (Jeffs and Smith, 1998; Cohen and Ainley, 2000; Miles, 2000). According to Miles, such trends threaten the ‘very authenticity of the sociology of youth’ (2000: 11).
The others – to some degree – have been developed in response to the decline in labour market opportunities for young people. To describe the consequences of these changes for young people, sociologists have variously conjured with notions of ‘long’, ‘broken’, ‘extended’, ‘protracted’, ‘uneasy’ and ‘fractured’ transitions to describe the resultant extension of the youth phase. g. earning a wage, leaving the parental home, the establishment of long-term partnerships, parenthood). Youth transitions in the UK are beginning to emulate more closely transitions in continental Europe and the US, and Jones and Wallace (1992) suggest that, increasingly, British youth also ‘enjoy’ a ‘post-adolescent’ life phase, free from the traditional demands of adulthood.
Examining the youth phase for breaks with traditional patterns of social reproduction and scrutinising young people for signs of new consumption- (rather than class-) based identities might substantiate theoretical claims about the decline of grand meta-narratives of modernity (cf. Lyotard, 1984; Baudrillard, 1988). As noted earlier, various studies of contemporary youth culture in the Britain are written from exactly this theoretical perspective. Most influential in youth transitions research of late have been the ideas of Giddens (1990; 1991) and Beck (1992), who concede that social life has undergone profound change but are less willing to accept that we have experienced a complete, epochal break with the modernist period.