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21G.035 Topics in Culture and Globalization (MIT) 21G.035 Topics in Culture and Globalization (MIT)
Description
The concept of globalization fosters the understanding of the interconnectedness of cultures and societies geographically wide apart; America, Europe, Asia, and Africa. Subject scans existing debates over globalization around the world. This course explores how globalization impacts everyday life in the First and Third World; how globalization leads to a common cosmopolitan culture; the emergence of a global youth culture; and religious, social, and political movements that challenge globalization. Materials examined include pop music, advertisements, film posters, and political cartoons. The concept of globalization fosters the understanding of the interconnectedness of cultures and societies geographically wide apart; America, Europe, Asia, and Africa. Subject scans existing debates over globalization around the world. This course explores how globalization impacts everyday life in the First and Third World; how globalization leads to a common cosmopolitan culture; the emergence of a global youth culture; and religious, social, and political movements that challenge globalization. Materials examined include pop music, advertisements, film posters, and political cartoons.Subjects
globalization; society; geography; america; europe; asia; africa; third worrld; development; contemporary culture; religion; politics; youth; developing nation | globalization; society; geography; america; europe; asia; africa; third worrld; development; contemporary culture; religion; politics; youth; developing nation | globalization | globalization | society | society | geography | geography | america | america | europe | europe | asia | asia | africa | africa | third worrld | third worrld | development | development | contemporary culture | contemporary culture | religion | religion | politics | politics | youth | youth | developing nation | developing nation | first world | first world | cosmopolitan culture | cosmopolitan culture | global youth culture | global youth culture | religious movements | religious movements | social movements | social movements | political movements | political movements | pop | pop | popular music | popular music | political cartoons | political cartoons | Japan | Japan | popular culture | popular culture | world hip-hop | world hip-hop | rap | rap | media power | media power | consumer activism | consumer activism | third world | third world | 21F.035 | 21F.035 | 21F.037 | 21F.037License
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadataSTS.080 Youth Political Participation (MIT) STS.080 Youth Political Participation (MIT)
Description
This course places contemporary youth activities in perspective by surveying young American's political participation over the past 200 years. Each week, students will look at trends in youth political activism during a specific historical period, as well as what difference—if any—youth media production and technology use (radio, music, automobiles, ready-made clothing) made in determining the course of events. A central theme in accounts of political participation by those who have not yet reached the age of majority are the opportunities for mobilization and expression that new technologies supply. This class explores what is truly new about "new media" and reviews lessons from history for present-day activists based on patterns of past failure and success. This course places contemporary youth activities in perspective by surveying young American's political participation over the past 200 years. Each week, students will look at trends in youth political activism during a specific historical period, as well as what difference—if any—youth media production and technology use (radio, music, automobiles, ready-made clothing) made in determining the course of events. A central theme in accounts of political participation by those who have not yet reached the age of majority are the opportunities for mobilization and expression that new technologies supply. This class explores what is truly new about "new media" and reviews lessons from history for present-day activists based on patterns of past failure and success.Subjects
politics | politics | youth politics | youth politics | political history | political history | political participation | political participation | new media | new media | technology | technology | political activism | political activism | activism | activism | youth groups | youth groups | youth activism | youth activismLicense
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadata21F.035 Topics in Culture and Globalization (MIT)
Description
The concept of globalization fosters the understanding of the interconnectedness of cultures and societies geographically wide apart; America, Europe, Asia, and Africa. Subject scans existing debates over globalization around the world. This course explores how globalization impacts everyday life in the First and Third World; how globalization leads to a common cosmopolitan culture; the emergence of a global youth culture; and religious, social, and political movements that challenge globalization. Materials examined include pop music, advertisements, film posters, and political cartoons.Subjects
globalization; society; geography; america; europe; asia; africa; third worrld; development; contemporary culture; religion; politics; youth; developing nation | globalization | society | geography | america | europe | asia | africa | third worrld | development | contemporary culture | religion | politics | youth | developing nation | first world | cosmopolitan culture | global youth culture | religious movements | social movements | political movements | pop | popular music | political cartoons | Japan | popular culture | world hip-hop | rap | media power | consumer activism | third worldLicense
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadata21G.035 Topics in Culture and Globalization (MIT)
Description
The concept of globalization fosters the understanding of the interconnectedness of cultures and societies geographically wide apart; America, Europe, Asia, and Africa. Subject scans existing debates over globalization around the world. This course explores how globalization impacts everyday life in the First and Third World; how globalization leads to a common cosmopolitan culture; the emergence of a global youth culture; and religious, social, and political movements that challenge globalization. Materials examined include pop music, advertisements, film posters, and political cartoons.Subjects
globalization; society; geography; america; europe; asia; africa; third worrld; development; contemporary culture; religion; politics; youth; developing nation | globalization | society | geography | america | europe | asia | africa | third worrld | development | contemporary culture | religion | politics | youth | developing nation | first world | cosmopolitan culture | global youth culture | religious movements | social movements | political movements | pop | popular music | political cartoons | Japan | popular culture | world hip-hop | rap | media power | consumer activism | third world | 21F.035 | 21F.037License
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htmSite sourced from
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Subjects
wales | cymru | llyfrgellgenedlaetholcymru | nationallibraryofwales | filmnegatives | charlesgeoff19092002 | negyddffilm | youthclubscaergybi | judocaergybiyouthclub | caergybiyouthclubLicense
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See all metadata21F.035 Topics in Culture and Globalization (MIT)
Description
The concept of globalization fosters the understanding of the interconnectedness of cultures and societies geographically wide apart; America, Europe, Asia, and Africa. Subject scans existing debates over globalization around the world. This course explores how globalization impacts everyday life in the First and Third World; how globalization leads to a common cosmopolitan culture; the emergence of a global youth culture; and religious, social, and political movements that challenge globalization. Materials examined include pop music, advertisements, film posters, and political cartoons.Subjects
globalization; society; geography; america; europe; asia; africa; third worrld; development; contemporary culture; religion; politics; youth; developing nation | globalization | society | geography | america | europe | asia | africa | third worrld | development | contemporary culture | religion | politics | youth | developing nation | first world | cosmopolitan culture | global youth culture | religious movements | social movements | political movements | pop | popular music | political cartoons | Japan | popular culture | world hip-hop | rap | media power | consumer activism | third worldLicense
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadataSTS.080 Youth Political Participation (MIT)
Description
This course places contemporary youth activities in perspective by surveying young American's political participation over the past 200 years. Each week, students will look at trends in youth political activism during a specific historical period, as well as what difference—if any—youth media production and technology use (radio, music, automobiles, ready-made clothing) made in determining the course of events. A central theme in accounts of political participation by those who have not yet reached the age of majority are the opportunities for mobilization and expression that new technologies supply. This class explores what is truly new about "new media" and reviews lessons from history for present-day activists based on patterns of past failure and success.Subjects
politics | youth politics | political history | political participation | new media | technology | political activism | activism | youth groups | youth activismLicense
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadata21G.035 Topics in Culture and Globalization (MIT)
Description
The concept of globalization fosters the understanding of the interconnectedness of cultures and societies geographically wide apart; America, Europe, Asia, and Africa. Subject scans existing debates over globalization around the world. This course explores how globalization impacts everyday life in the First and Third World; how globalization leads to a common cosmopolitan culture; the emergence of a global youth culture; and religious, social, and political movements that challenge globalization. Materials examined include pop music, advertisements, film posters, and political cartoons.Subjects
globalization; society; geography; america; europe; asia; africa; third worrld; development; contemporary culture; religion; politics; youth; developing nation | globalization | society | geography | america | europe | asia | africa | third worrld | development | contemporary culture | religion | politics | youth | developing nation | first world | cosmopolitan culture | global youth culture | religious movements | social movements | political movements | pop | popular music | political cartoons | Japan | popular culture | world hip-hop | rap | media power | consumer activism | third world | 21F.035 | 21F.037License
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadataSurviving on the Margins: Youth and the Underground Oil Economy in the Niger Delta
Description
Paul Ugor (Birmingham) gives a talk for the African Studies Centre Seminar Series on 10th May 2012. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
oil | Africa | youth | oil economy | politics | niger | oil | Africa | youth | oil economy | politics | niger | 2012-05-10License
http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Site sourced from
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Miranda Green, Editor, The Day, gives a talk for the Reuters seminar series about writing news for young people. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
media | journalism | young | youth | reuters | new media | news | media | journalism | young | youth | reuters | new media | news | 2013-06-05License
http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Site sourced from
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See all metadataThe August 2011 Riots: A Political Act
Description
Dr Kathryn Nwajiaku-Dahou (Politics Department, Oxford) gives a talk for the Oxford Symposium on the August 2011 Riots. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
youth | civil disorder | riots | young people | politics | education | ethnicity | youth | civil disorder | riots | young people | politics | education | ethnicity | 2010-10-15License
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See all metadataThe Issue of Contemporary Education Policies and their impact on black youth
Description
Professor Gus John gives a talk for the Oxford Symposium on the August Riots. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
youth | civil disorder | riots | young people | education | ethnicity | youth | civil disorder | riots | young people | education | ethnicity | 2011-10-14License
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See all metadataPause - Reflection on the August Riots
Description
Martin Glynn, Birmingham City University, gives a talk for the Oxford Symposium on the August 2011 Riots. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
youth | police | community | crime | riots | poverty | politics | london | political demonstration | youth | police | community | crime | riots | poverty | politics | london | political demonstration | 2011-10-14License
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See all metadataBlack Youth, Social Progression and Community
Description
Professor Cecile Wright, Nottingham Trent University and Jamaican Diaspora UK, gives a talk for the Oxford Symposium on the August 2011 Riots. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
youth | police | community | crime | riots | poverty | politics | london | political demonstration | youth | police | community | crime | riots | poverty | politics | london | political demonstration | 2011-10-14License
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See all metadataThe Issue of Contemporary Education Policies and their impact on black youth
Description
Professor Gus John gives a talk for the Oxford Symposium on the August Riots. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
youth | civil disorder | riots | young people | education | ethnicity | youth | civil disorder | riots | young people | education | ethnicity | 2011-10-14License
http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Site sourced from
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See all metadataPause - Reflection on the August Riots
Description
Martin Glynn, Birmingham City University, gives a talk for the Oxford Symposium on the August 2011 Riots. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
youth | police | community | crime | riots | poverty | politics | london | political demonstration | youth | police | community | crime | riots | poverty | politics | london | political demonstration | 2011-10-14License
http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Site sourced from
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See all metadataBlack Youth, Social Progression and Community
Description
Professor Cecile Wright, Nottingham Trent University and Jamaican Diaspora UK, gives a talk for the Oxford Symposium on the August 2011 Riots. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
youth | police | community | crime | riots | poverty | politics | london | political demonstration | youth | police | community | crime | riots | poverty | politics | london | political demonstration | 2011-10-14License
http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Site sourced from
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A discussion on the last phase of the First World War. A talk given at 'Wilfred Owen: From Doomed Youth to Battle of the Sambre', Imperial War Museum, 10th November 2012. Max Egremont, writer and lecturer asks: How bad was the Allies' position in the last months of 1917, after Ypres and Passchendaele? Was it possible to imagine defeat? Why was this transformed during 1918, after the huge German advances of the spring? Was there any truth in the Germans' 'stab in the back' claim that politicians had betrayed a still defiant military? The roots of the catastrophe of the 1930s are already apparent in the last year of the First World War. But can they be traced further back, even to 1914? Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
#greatwriters | poetry | world war one | doomed youth | WWI | great war | Wilfred Owen | first world war | #greatwriters | poetry | world war one | doomed youth | WWI | great war | Wilfred Owen | first world warLicense
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This class explores how public policy and private markets affect housing, economic development, and the local economy. It provides an overview of techniques and specified programs, policies, and strategies that are (and have been) directed at neighborhood development. It gives students an opportunity to reflect on their personal sense of the housing and community development process. And it emphasizes the institutional context within which public and private actions are undertaken. This class explores how public policy and private markets affect housing, economic development, and the local economy. It provides an overview of techniques and specified programs, policies, and strategies that are (and have been) directed at neighborhood development. It gives students an opportunity to reflect on their personal sense of the housing and community development process. And it emphasizes the institutional context within which public and private actions are undertaken.Subjects
public policy | public policy | private markets | private markets | housing | housing | economic development | economic development | the local economy | the local economy | neighborhood institutions | neighborhood institutions | public and private interventions | public and private interventions | housing and community development agendas | housing and community development agendas | inner city and low income neighborhoods | inner city and low income neighborhoods | poverty | poverty | development | development | urban growth | urban growth | initiatives | initiatives | planning | planning | urban youth | urban youth | education | educationLicense
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htmSite sourced from
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This subject discusses the broader trends in the labor market, how urban labor markets function, public and private training policy, other labor market programs, the link between labor market policy and economic development, and the organization of work within firms. This subject discusses the broader trends in the labor market, how urban labor markets function, public and private training policy, other labor market programs, the link between labor market policy and economic development, and the organization of work within firms.Subjects
urban labor | urban labor | labor markets | labor markets | employment policy | employment policy | demand for labor | demand for labor | unions | unions | work structures | work structures | youth labor market | youth labor market | adult training | adult training | living wage campaigns | living wage campaignsLicense
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadata21M.294 Popular Musics of the World (MIT) 21M.294 Popular Musics of the World (MIT)
Description
This course focuses on popular music, i.e. music created for and transmitted by mass media. Various popular music genres from around the world will be studied through listening, reading and written assignments, with an emphasis on class discussion. In particular, we will consider issues of musical change, syncretism, Westernization, globalization, the impact of recording industries, and the post-colonial era. Case studies will include Afro-pop, reggae, bhangra, rave, and global hip-hop. This course focuses on popular music, i.e. music created for and transmitted by mass media. Various popular music genres from around the world will be studied through listening, reading and written assignments, with an emphasis on class discussion. In particular, we will consider issues of musical change, syncretism, Westernization, globalization, the impact of recording industries, and the post-colonial era. Case studies will include Afro-pop, reggae, bhangra, rave, and global hip-hop.Subjects
world music | world music | pop music | pop music | globalization | globalization | recording | recording | Afro-pop | Afro-pop | afropop | afropop | reggae | reggae | bhangra | bhangra | rave | rave | hip-hop | hip-hop | enthnomusicology | enthnomusicology | world beat | world beat | Senegal | Senegal | FelaKuti | FelaKuti | African music | African music | Paul Simon | Paul Simon | Graceland | Graceland | rap | rap | rap music | rap music | dance | dance | anthropology | anthropology | japanese pop | japanese pop | Egypt | Egypt | Egyptian pop | Egyptian pop | techno | techno | youth culture | youth culture | karaoke | karaoke | ska | ska | dancehall | dancehall | Bob Marley | Bob MarleyLicense
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadatas Doomed Youth, to his doomed youth
Description
Lecture at the event 'Wilfred Owen: From Doomed Youth to the Battle of the Sambre'. Imperial War Museum, 10th November 2012. In this talk, Jean Moorcroft Wilson, presents Owen's full flowering as a late one. Fertilized by his meeting with Sassoon at Craiglockhart War Hospital for Neurasthenic Officers in August 1917 and nurtured by his own experiences of the 'pity of war', it died with Owen himself in one of the last Allied engagements in November 1917, the Battle of the Sambre. Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/Subjects
#greatwriters | poetry | world war one | doomed youth | WWI | great war | Wilfred Owen | first world war | #greatwriters | poetry | world war one | doomed youth | WWI | great war | Wilfred Owen | first world warLicense
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See all metadataYouth Activism: South Africa’s Legacy and Future
Description
Authors: Jay Naidoo Presented by: Jay Naidoo, J&J Group and Chair, Development Bank, formerly Minister in the President’s Office responsible for RDP Clicked 166 times. Last clicked 11/01/2014 - 13:51. Teaching & Learning Context: This audio lecture is for anyone interested in youth activism in a South African context.Subjects
Centre for Higher Education Development | Centre for Open Learning | Audio | Audio Lectures | English | Post-secondary | activism | Jay Naidoo | Politics | youth | youth activismLicense
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Hacking and trolling; mass murders and bullying. What do these have in common? One theory holds that these are all "deviant" social behaviors, occurring both online and off, which have purportedly been brought about or exacerbated by our new media environment. Such aberrant behaviors seemingly give us ample reason to fear digital and social media. But is technology to blame? We will grapple with this question as we investigate how our understanding of new technologies and media is socially shaped and, in turn, how new media might influence our social behavior. We will begin by studying how similar panics about "old" media (books, film, television and even the written word itself) set historical precedents for these current fears. Along the way we will establish and exp Hacking and trolling; mass murders and bullying. What do these have in common? One theory holds that these are all "deviant" social behaviors, occurring both online and off, which have purportedly been brought about or exacerbated by our new media environment. Such aberrant behaviors seemingly give us ample reason to fear digital and social media. But is technology to blame? We will grapple with this question as we investigate how our understanding of new technologies and media is socially shaped and, in turn, how new media might influence our social behavior. We will begin by studying how similar panics about "old" media (books, film, television and even the written word itself) set historical precedents for these current fears. Along the way we will establish and expSubjects
hacking | hacking | trolling | trolling | hacker | hacker | troll | troll | mass-murder | mass-murder | bully | bully | deviance | deviance | deviant | deviant | new media | new media | old media | old media | middle-aged media | middle-aged media | media | media | technology | technology | behavior | behavior | otaku | otaku | artifact | artifact | politics | politics | society | society | outsiders | outsiders | marihuana | marihuana | control | control | moral | moral | panic | panic | writing | writing | print | print | plato | plato | phaedrus | phaedrus | jowett | jowett | conciousness | conciousness | orality | orality | literacy | literacy | anxieties | anxieties | anxiety | anxiety | modernity | modernity | penny | penny | dreadful | dreadful | juvenile | juvenile | crime | crime | delinquency | delinquency | delinquent | delinquent | children | children | television | television | chip | chip | regulation | regulation | seduction | seduction | innocence | innocence | innocent | innocent | movies | movies | film | film | Marx | Marx | Engles | Engles | Jenkins | Jenkins | ruling | ruling | lass | lass | gender | gender | youth | youth | sex | sex | violence | violence | digital | digital | threat | threat | treat | treat | affect | affect | virus | virus | body | body | stupid | stupid | facebook | facebook | bookface | bookface | google | google | internet | internet | book | book | identity | identity | deception | deception | virtual | virtual | community | community | flesh | flesh | reddit | reddit | vigilante | vigilante | weirdness | weirdness | crackdown | crackdown | Sterling | Sterling | Doctorow | Doctorow | pornography | pornography | predator | predator | porn | porn | terror | terror | terrorism | terrorism | grief | grief | resistance | resistance | drama | drama | teen | teen | gossip | gossip | network | network | public | public | private | private | video | video | game | game | videogame | videogame | columbine | columbineLicense
Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htmSite sourced from
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See all metadataThe range of work with young people The range of work with young people
Description
This free course, The range of work with young people, identifies some features that we might use to describe the various settings where work with young people takes place. This encourages us to identify similarities and differences between settings. It then introduces some theoretical perspectives to help us review these settings and thus understand more about the experience for young people and workers. Finally, it uses these perspectives to analyse examples of different settings, relating the theoretical ideas to the realities of practice. First published on Tue, 16 Feb 2016 as The range of work with young people. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 This free course, The range of work with young people, identifies some features that we might use to describe the various settings where work with young people takes place. This encourages us to identify similarities and differences between settings. It then introduces some theoretical perspectives to help us review these settings and thus understand more about the experience for young people and workers. Finally, it uses these perspectives to analyse examples of different settings, relating the theoretical ideas to the realities of practice. First published on Tue, 16 Feb 2016 as The range of work with young people. To find out more visit The Open University's Openlearn website. Creative-Commons 2016Subjects
Childhood & Youth | Childhood & Youth | E108_1 | E108_1 | young people | young people | youth work | youth work | reflective practice | reflective practiceLicense
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