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Citizen 2.0: Youth temporalities an...

Woo, Yen Yen Joyceln.

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Citizen 2.0: Youth temporalities and citizenship across Singapore and New York City.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Citizen 2.0: Youth temporalities and citizenship across Singapore and New York City./
作者:	Woo, Yen Yen Joyceln.
面頁冊數:	265 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4348.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3117850

Citizen 2.0: Youth temporalities and citizenship across Singapore and New York City.
Woo, Yen Yen Joyceln.

Citizen 2.0: Youth temporalities and citizenship across Singapore and New York City. - 265 p.

Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4348.

Thesis (Ed.D.)--Columbia University Teachers College, 2004.

At the transition from the 20<super>th</super> to the 21<super>st</super> century, many countries are situating education reform within the discourse of preparing citizens for the global future. This dissertation critically examines this discourse and education reforms that try to “remake” young people as new citizens. This is done through focusing on the problematic connections between citizenship and youth temporalities, i.e. the ways that young people live their everyday time, and also imagine their pasts, presents, and futures.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Citizen 2.0: Youth temporalities and citizenship across Singapore and New York City.
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500 $a Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4348.
500 $a Sponsor: Nancy Lesko.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2004.
520 $a At the transition from the 20<super>th</super> to the 21<super>st</super> century, many countries are situating education reform within the discourse of preparing citizens for the global future. This dissertation critically examines this discourse and education reforms that try to “remake” young people as new citizens. This is done through focusing on the problematic connections between citizenship and youth temporalities, i.e. the ways that young people live their everyday time, and also imagine their pasts, presents, and futures.
520 $a Set in two “global cities,” Singapore and New York City, this dissertation uses qualitative in-depth interviewing and participant photograph-taking to collect data on young people's lived experiences of time, as well as the temporalities that are valorized and legitimated, or are missed, paved over, or regretted. The data presented were collected from six Singapore and five New York City youths between the ages of 17 and 20. The findings are presented through multiple modalities: poems, profiles in prose, and photographs. This study uses the data to demonstrate and theorize the problems with the discourse of preparing citizens for the global future.
520 $a The data show how in both sets of narratives in Singapore and New York City, the most valued way of experiencing time is to appear engaged in laboring towards materialist and credentialist goals. Further, many forms of capital and reward-and-punishment structures such as examinations are required to maintain “correct” temporalities. Individuals, however, are not simply oppressed by the demands of materialist/credentialist goals. The youths demonstrate how they are sometimes aware and sometimes unaware of the control over their temporal subjectivities. The valorization of a specific expression of temporality, however, narrows the ways through which youths form social groups and grow within globalizing processes. This crowding out of alternative temporalities, through which different forms of learning occur, raises serious questions about the ability of market and standards-driven education reforms which many countries have embarked on to adequately prepare young people for complex globalizing conditions. This dissertation argues that in fact, these reforms undermine the preparation of youths for grappling with global conditions such as increasing inequalities, fundamentalism, and susceptibility to global dangers.
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