module two

Question 1

identifying social contexts

Answer 1

• understandings of the self are embedded within social contexts → subjectivities
• subjectivities exist at both the personal and generational levels
• how we understand ourselves ebbs and flows as we shift across social contexts and interact with different groups

Question 2

subjectivities

Answer 2

• replaces identity in reference to the connection that exists between our understanding of self and social contexts
• similarities in socialization = possible similarities in subjectivities

Question 3

4 components of subjectivities

Answer 3

1. ideal self
2. actual self
3. possibilities
4. biographical problems

Question 4

ideal self

Answer 4

who you aspire to be

Question 5

actual self

Answer 5

who you actually are right now

Question 6

possibilites

Answer 6

characteristic/aspects of social context that enable one to envision that ideal self and makes you think achieving that ideal is possible

Question 7

biographical problems

Answer 7

elements of the social context/larger society that serve as obstacles you need to overcome to achieving your ideal self

Question 8

transition from early to late modernity

Answer 8

1. pre-modern era
2. first/early modernity
3. second/late modernity

Question 9

pre-modern era/pre-industrial era

Answer 9

• social change is slow
• identity as a given; do exactly what their parents do
• past approaches as a guide for current success & survival

Question 10

first/early modernity

Answer 10

• industrialization; changes are occurring
• nation-states with clear, cohesive control = certainty and social stability
• identity involves some choice because industrialization = complex division of labour

Question 11

second/late modernity

Answer 11

• rapidly increasing pace of globalization
• nonstop social change
• fragmentation of nation-states
• adaptability, flexibility and personal responsibility
• identity is acquired

Question 12

identity in second/late modernity

Answer 12

identity in late modernity means governing the self in a risk society characterized by structures and processes of individualization

Question 13

risk society

Answer 13

• The pace of social change and uncertainty as a constant = ongoing risk
• e.g. will AI do my job instead of me in 10 years
• navigate uncertainty by governing the self; the only thing you can control in this world is yourself and the choices you make

Question 14

individualization

Answer 14

increasingly define their lives and identities independently of traditional social structures and norms because of rapid social change

Question 15

3 components of individualization

Answer 15

1. disembedding
2. loss of security
3. re-embedding

Question 16

disembedding

Answer 16

• liberation from tradition
• what we gain from social change because of a breakdown of old traditional frameworks that previously structured people’s lives
• driven by globalization, technological advancements and social change

Question 17

loss of security

Answer 17

• disenchantment
• what we lose because of social change
• increased responsibility of choices about life = loss of security and contributes to uncertainty

Question 18

re-embedding

Answer 18

• practices of reintegration
• how we respond to “disembedding” and “loss of security”
• understanding who you are, what we will do and who we will be

Question 19

why are both school and time on the land significant for Indigenous youth?

Answer 19

• the land is often linked to family and traditions while school is connected to success and futures
• the Inuit of Nunavut talk about how time spent on the land are times ‘out of time’ and where generations within families and communities connect and pass down knowledge from their shared heritage
• indigenous communities have long histories of experiencing exploitation and marginalization connected to Western education

Question 20

what is structured violence

Answer 20

• structural violence is one way of describing social arrangements that put individuals and populations in harm’s way
• considered structural because they are embedded in the political and economic organization of the social world

Question 21

how does structural violence manifest

Answer 21

manifests when there is an unequal balance of power, which skews the distribution of resources and opportunities in favour of a dominant group and then reproduces inequalities in health, economic status, political power, etc

Question 22

What are some of the school-related cultural practices that impose structural violence

Answer 22

• the ‘hidden curriculum’ of Western schools propagates and teaches adherence to white dominant culture values, practices and worldviews
• sites of strength and traditional learning (i.e. the land) are largely divorced from government sponsored secondary education
• there is often little acknowledgment of historical violence enacted on indigenous communities

Question 23

to what extent are caregivers involved in the research participants’ school lives

Answer 23

while many young people stated their general belief is that parents want them to be ‘successful’ in school, very few young people in either site discussed caregivers of having any significant involvement in their schooling

Question 24

how do the values that underlie conflict resolution (e.g., bullying) vary between school and home

Answer 24

• young people find themselves in a dilemma where if they address conflict in a way that makes sense locally, they will face negative repercussions at school
• solving through aggression vs. school policy

Question 25

how is school a positive experience for some research participants

Answer 25

- young people discussed school as a ‘fun’ space because of opportunities for socialization with peers and, in a few cases, teachers - expressed enjoying intellectual stimulation and having a positive relationship with school staff

Question 26

value of time on the land for fostering family relationships and skill development

Answer 26

- many participants across sites recalled their earliest memories as time spent on the land with family is an indication of the profound importance that the land holds for our participants - the opportunity to learn, test skills, and challenge themselves with the careful guidance of parents and Elders - these guiding relationships with older family members foster an atmosphere where children feel respected, affirmed, and guided to enact responsibility

Question 27

how is time on the land constrained for research participants

Answer 27

many older young people across sites stated they currently have few or no opportunities to go out on the land because of other responsibilities or because their older family members do not take them

Question 28

how does structural violence impact the spaces and places that the research participants inhabit

Answer 28

as a construct ‘youth’ is demarked by the spaces and places within which young people are allowed to exist which impacts what opportunities young people have, what they do, who they do it with, and how they are perceived through their action