CHYS 2P38 Final Exam Notes PDF

Exam Review and Prep CHYS 2P38 [KEY THEME: **POWER**] Q. How do young people have power to shape the social world? - Young people are oppressed by power in a certain way - Is it possible that children have the power to change things in their immediate lives and in the world - Young p...

Exam Review and Prep CHYS 2P38 [KEY THEME: **POWER**] Q. How do young people have power to shape the social world? - Young people are oppressed by power in a certain way - Is it possible that children have the power to change things in their immediate lives and in the world - Young people know lots and a lot of information but we dismisses it saying it isn't good enough **Power circulates** - Children have power, too: - Resistance/protest - Hack own spaces - Develop language - Kid/youth silence - Secrecy, silence - It is not something that is held by a certain group of people - Power moves and flows because social interaction are constantly shifting and changing. However it is hard to detect - Social media plays a big role for power in children - Snap maps - Private Instagram accounts - Young people are secretive and hold them so that adults don't know what is going on https://journals-scholarsportal-info.proxy.library.brocku.ca/pdf/10253866/v20i0003/193\_bacricpc.xml\_en Lecture 1 - Society, culture & context DEFINITIONS Lens: A way of seeing or interpreting the world. Socio-Cultural Lens: A perspective that examines how society and culture shape individuals, power, and diversity. Cultural: Shared behaviors, customs, and practices that form a way of life. Context: The societal and cultural factors needed to fully understand individuals or groups. Developmental Lens: Focuses on internal growth, including physical, cognitive, and emotional development. Institutions: Structures that define society, like family, education, government, media, and religion. Social: Belonging to groups, communities, and relationships (e.g., family, school, friends). Cultural (Social Glue): The practices and customs that bind people together, like rituals, language, and art. LINKS TO POWER **Socio-cultural lens** (multiple perspectives) is not a not a discipline, but a way of thinking critically - Outside in - Social (groups, organization) - How people are organized - Cultural (meaning making) - To understand young people you have to understand their culture - Specific, contextual - The *sociocultural lens* gives a very specific localized and contextual view that changes all the time based of other peoples different experiences and views of the world - Looking at people from outside in not inside out LECTURE NOTES [Developmental Lens] Inside out - Looking at children from the inside out - Physical, cognitive, emotional, personality growth - Normative & universaL [Socio cultural lens] - Outside in - Your looking through a particular way of thinking - Seeing children and youth in a particular way - Shaped by society and culture - Society affecting the individual **Socio-cultural lens: Context** - Perspective shifting details that arnt factored into stereotypical, normative, or universal approach's - Taking a step back - What pieces of the puzzle do you need to understand to get a cleat view - How we are shaped - Different kinds of power - Where we fit in society - Institutions, people, inequalities - Institutions - What structures, defines society - Family, education, government, law, media, medicine, religion, economy, internet **The Socio part (Belonging, fitting in)** - Social worlds/social groups - Organized communities - Relationships, interactions - Friends, fam, school, work, clubs, nations - Rules, membership - Inclusion, excluded - The society that you claim to be apart of **The Cultural part (social glue)** - What do we do in social groups - What binds us together - Meaning-making practices - Shared behaviours - Customs, rituals - Culture is a way of life - It doesn't matter the size of it, it all maters *My* or *the* culture: - Religion, race, ethnicity, sexuality - Language, food, style, music, art - Youth culture, kid culture - Internet culture - Culture has breath **Applying a Socio-cultural lens** - How young people are shaped by power in the social world - Ho do young people have power to shape the social world Q. Why do Children make great critical thinkers - curious aware - Don't yet see things as "inevitable - Doing things differently is still possible Q. Why study young people using a socio-cultural lens? - To gain context - To understand power - To challenge assumptions - To recognize knowledge - To learn what matters - To not me judgmental Lecture 2 -- Adultism, knowledge & power DEFINITIONS Childhood - A socially constructed phase defined by cultural, historical, and societal contexts. - Shaped and molded by the social world, not a natural or universal phenomenon. Rites of Passage - Social rituals marking transitions between life stages (e.g., childhood to adulthood). - Examples: - Bar/Bat Mitzvah - Quinceañera - Driving a car - Graduation - Religious or cultural ceremonies Social Construction - The idea that concepts like childhood and adulthood are created and defined by society. - Varies across **time**, **space**, and **culture**. Adulthood - Associated with maturity, independence, power, and experiences. - A binary opposite to childhood, often seen as "complete" or "powerful." Adultism - Behaviors and attitudes based on the assumption that adults are superior to young people. - Examples: - Adults acting without children's agreement. - Using authority to control children's knowledge and decisions. Power - A force that circulates between adults and children. - Children resist adult control through: - Online spaces - Kid/youth culture - Secrecy and silence Innocence - A concept framing children as pure, naive, and unaware of difficult realities. - Romanticized and used to justify protecting children from **"difficult knowledge"** (e.g., violence, war, poverty). "Difficult Knowledge" - Topics or realities adults shield children from to preserve innocence. Examples: - Death and grief - Sex and sexuality - Violence (e.g., war, school shootings) - Poverty and suffering Binary - A simplified understanding where only two opposing options exist (e.g., child vs. adult). - Defines one category as superior (e.g., adults over children). Adultification - Treating children like adults, often without power or protection. - Examples: Black, Indigenous, or queer children assumed to be "tougher." LINKS TO POWER **ADULTISM as power** Defined as... "...the oppression experienced by children & young people at the hands of adults and adult-produced/adult-tailored systems." -- Brenda LeFrancois (2014) Individual & systemic INDIVIDUAL - This can happen in multiple settings - Restaurant - Playground - Parties SYSTEMIC - Institutional: massive structures that holds society up - The family is an institution that shapes children **Childhood innocence** At the root of adultism and how adults see and understand kids - Has a history - Unequally applied - "Difficult knowledge" - Sex/sexuality - Violence/war - Poverty, suffering - In the past, we had a different knowledge of kids and made them grow up too fast - Once the idea that protecting children and letting them be kids was proposed, parents started to protect their children too much - This caused them to filter children's knowledge and understanding of "difficult" concepts that they deserve to know about the social world, and can help them develop LECTURE NOTES Q. How do we know when someone is a child - Biological markers: - Until puberty - Developmental markers: - Physical, cognitive, emotional growth - Norms, milestones - Universal development is difficult as it suggest that everyone develops the same way at the same time How else do we know? Law - Age of majority - Drinking/smoking - Age of consent - Is not a constant law and can change [Social rituals: rites of passage ] Moving a individual form childhood or adulthood - Quinceara - barmitzfa - Puberty - Driving - Sex Q. What is Childhood Is it a Distinct phase?, or more... - Social construction - Created and defined by society - Social, historical, cultural context - Shifts across time & space Being young is a natural phenomenon, but childhood is not, it has been shaped created and molded within the social world Q. What defines Childhood Binary: simplified understanding where only two options as possible; each defines the other Hierarchy: rank order where something is on top and something is on the bottom - So much force in the social world - Hard to challenge and hard to change Adult hood - Experiences - Mature - Independent - Complete - Rights - Powerful The reason why this is a binary social construction is because wasn't, and isn't always true [Childhood before the 15^th^ century ] Philippe Aries (1960): - Argued Childhood is Not a distinct phase - Deeply criticized - Interesting theory - There was no evidence in old art of toys, clothing, education - From this he realized that children were viewed as "mini adults" John Locke - Said that we should view children as vessels and give them education and experice - Called children tabula rasa (blank slate) - Mentioned how we should stop beating kids - Instead prep them for adulthood to become strong individuals - Pushed the notion of the child further J.J. Rousseau - considered the person who shaped what childhood is today - discover that Children were not born blank, but were born innocent - Advocated that childhood should be a distinct life stage to be valued & protected - Protecting them from things that are corrupt - Drugs and alcohol - Violence - His theory was that education should be child centred - Only allow them exposure to things that align with their age **J.J. Rousseau: Legacy of Innocence** "difficult knowledge" - Becomes something to worry about - Keep children innocent of difficult knowledge - Sex/sexuality - Violence/abuse - School shootings - War **Childhood & work** - 160+ mil children worldwide - Agriculture, markets, mining, factories - Poorest economies depend on children working - Often support families The idea of difficult knowledge: There is "a binary logic of children's worlds versus adults' worlds as distinctively separate, often mutually exclusive social spaces through which power relations between adults and children are maintained and reinforced" - (Robinson et al., p. 32) [Adultism] "Abuse by adults... of the greater power they have over any & all children" - Refer to the way adults hold power over kids "behaviours and attitudes based on the assumptions that adults are better than young people and entitled to act upon young people without agreement" "An addiction to the attitudes, ideas, beliefs and actions of adults" - Adults have an addiction to being right **Adultification** - Treating children like adults without power - Black, indigenousness queer kids; assuming they are tough because they grew up differently - Sometime offered less protection - Young cares - People giving up time to provide help to a loved one (parent with illness...) - Adults thinking that black girls are older than they are - Indigenous children not being treated like children **Binary is not absolute** - Power is not held; it circulates - We have it/we don't - Children evade adult control: - On social media and online, children have the power to learn new things and evade certain topics IN FACT Children are more aware than ever [Death] Age appropriate knowledge sharing - Figuring the line about being honest and realistic - Develops trust - Gives kids power - Engages curiosity - Respecting children's capacity Sesame Street, 'Farewell Mr. Hooper' LECTURE 2 Critical Thinking Question In lecture 2, we will discuss the concept of "adultism." What is adultism and how does the reading by Kamenetz & Turner offer a different perspective when discussing death with children? In lecture we discussed how adultism can eb defined as behaviours and attitudes based on the assumptions that adults are better than young people and entitled to young people without agreement. Some of these things included how adults addiction to be right, and have a sort of authority over children. Now, adults don't always have bad intentions for this, sometimes they are trying to protect there children from problems in the world like violence, alcohol, war. However when a difficult question like where do babies come from or death arises, the easiest thing to do is avoid it, therefore, taking control over children's knowledge. While this may seem right in the moment studies have come to explain that it may not always be the correct way to approach this issue. This weeks reading proposed and ulterior perspective on handling the discussion of death with children. This article outlined 6 points on the best way to make children aware of what happens when someone dies, rather than using words like "went for a trip" or "moved on." These main points included ideas like being concrete and telling the child that when someone dies they don't come back, involving community and welcoming support from other individuals who are grieving, and giving children the option to attended the funeral showing that you are not in complete control and they can get a handle on their emotions. These were some od of the many approach's the reaping offered on handling death with children. While this may seem like a difficult thing to do as we want to protect our children, it is important that they are aware of this process so that growing up, they are able to understand their feelings, emotions and that acknowledging them is better than hiding them. READING - **\"Be Honest and Concrete: Tips for Talking to Kids About Death\"** (Kamenetz and Turner, 2020) The article provides practical advice for discussing death with children in a way that is supportive, honest, and age-appropriate. It offers the following key points: 1. **Be Honest and Use Concrete Language**\ Avoid euphemisms like \"passed away\" or \"went to sleep\" as they can confuse children. Instead, clearly explain that death means the person's body has stopped working and they won't come back. 2. **Let Kids Process Gradually**\ Children process grief over time and in stages. Be patient and allow them to ask questions repeatedly as they try to understand. 3. **Reassure Them**\ Provide emotional support and reassure children that they will always be cared for, even in the absence of a loved one. 4. **Model Grief and Emotions**\ Show your own emotions and explain why you're feeling sad or crying. This teaches children that it's okay to express grief and emotions. 5. **Prepare Them for Rituals**\ If children are attending a funeral or memorial, explain what will happen and give them the choice to participate. This helps them feel included and prepared. 6. **Encourage Hope and Connection**\ Find ways to honor the loved one's memory, such as drawing, writing, or talking about happy moments. This helps children process loss while maintaining a sense of connection and hope. The article emphasizes balancing honesty with emotional reassurance, helping children understand and cope with death in a healthy and supportive way. Lecture 3 - Discourse, panic, & youth (counter)culture DEFINITIONS 1. Teenager - A person between the ages of 13 and 19. - The concept of the \"teenager\" did not exist before the 1900s. 2. Adolescence - The developmental stage between childhood and adulthood, characterized by physical, emotional, and social changes. - Became recognized as a distinct stage in the early 20th century. 3. Moral Panic - A widespread fear that a certain group or behavior threatens societal norms and values. - Often amplified by media and authorities, leading to exaggerated concerns. 4. Discourse - A system of ideas, language, or narratives that shape understanding and perception. - In the case of teens, the discourse around youth culture and behavior shaped how they were viewed as a \"problem.\" 5. Storm and Stress - A theory by G. Stanley Hall describing adolescence as a time of emotional instability, turmoil, and conflict. - Seen as a normal phase with mood disruptions and risky behaviors. 6. Juvenile Delinquency - Criminal behavior or antisocial activities committed by minors (under 18). - Often associated with fears about teens engaging in rebellious or criminal acts. 7. Moral Panic Process - The four-step cycle of moral panic: 1. A threat is defined. 2. Amplified by media/officials. 3. Officials attempt to soothe the public. 4. Boundaries are re-drawn to restore control. 8. Media Framing - How media represents an issue, focusing on certain aspects while ignoring others. - Influences public perception by shaping how issues like youth culture are portrayed. 9. Adultism - The discrimination or prejudice against young people, favoring adult norms and authority. - Often seen in moral panic, where adults try to control and manage youth behavior. 10. Generation Gap - The perceived difference in values, attitudes, and behaviors between younger and older generations. - Contributes to moral panic, as older generations fear the changes in youth culture. LINKS TO POWER **DISCOURSE as power** Michel Foucault: - Socially, culturally, & historically contingent ideas - Contingent = dependent on something - Race was an invention because it benefited the Europeans for suing people to general buildings and economic goals - Other ideas disqualified - Infused with power - E.g., childhood innocence, moral panics on teens - not all ideas have always existed - Its okay to challenge things as not common sense or normal, cause usually when you trace something back, you can find that there isn't really a true definition **Moral panic** 1. A threat is defined 2. Amplified by media 3. Officials soothe public 4. Control tightened - There is moral panics around almost everything - The moral panic around drag story time - They were seen as dangerous and nont appropriate to be seen around children - A panic with a morality point to it, it was immoral to be exposed that way - The smart phone moral panic and social media - That we are being controlled by out smart phones - Sexting and bodies images on social media **MORAL PANIC as power** - Fear of societal change - Way to control youth - Smart phones, social media, sexting, vaping - Moral panic is whatever people are most afraid of happening, and then they see it in pockets outside of the world - Generally it is a way to control the actions of young people, how they act, what they wear - People often view young people as LECTURE NOTES 4 factors lead to the rise of the 'teenager' 1. Child labour laws a. Labour laws enacted assets to liabilities, duty to serve 2. Automobiles b. Privacy, sexual activity 3. Consolidating high schools c. School attendance 4. Post war prosperity d. Increased income, part time jobs *Frank Sinatra* - The first teenager popstar - Cause female teenagers to scream over him that companies had to shut down - These people are called bobby soxers [The "teenager"] **Teen as market** \"Seventeen is your magazine, High School Girls of America --- all yours! It is interested only in you --- and in everything that concerns, excites, annoys, pleases, or perplexes you." \- Seventeen magazine, 1944 Example of the teen market. - Records - Radio - Movies **Teen as a Culture** "they live in a jolly world of gangs, games, movies and music. The speak a curious lingo, adorer chocolate milkshakes, wear moccasins everywhere, and drive like bats out of hell." -*Life magazine* , 1940 Early 1940s: Black teens in Harlem pioneer the lindy hop & the jitterbug Rock & roll (1950s): - Big bad, jazz, swing, blues, R&B, country influences - Fear of - Girls: sexuality (ex. swooning over frank Sinatra) - Boys: delinquency (rebelling and listening to rock & roll) - Interracial relations - Crumbling social norms Examples: Elvis Presley - Parents didn't like Elvis as he moved his hips too much and they didn't like daughters swooning over them Chuck berry - The original before elvis **Teen as a life stage: adolescence** G. Stanley Hall, 1904: - "strum & drang" (storm and stress) - mood disruptions - risky behaviour - conflict with parents - We "must burn out the vestiges of evil in their nature" **Teen as a Problem** - Fear of juvenile delinquency - Rebellious - A fear that the teen becomes disrespectful and criminal - Out of control - Violent, scary Hippe counterculture (1960s): - Against mainstream culture - Alternative values - Anti-government A socio-cultural lens: Discourse Michal Foucault: 20^th^ C historian & social theorist - Foucault explored: - History of ideas - Contexts that enabled an idea to become popular over others - Traced how ideas can be solidified as "truth" - Infuse w/power Discourse: Tracing the source back to discover it didn't always exist - A set of ideas that have become so normal that we don't challenge them - Talks about how ideas become solidified as truth - How do people come to believe in it as if it was always there? DISCOURSE of teen as a problem - Teens = trouble: - Storm & stress - Out of control - Induces fear, panic - "teen issue" rather than "social issue" - Youth blamed **Moral Panic** Folk devils & moral panic (stan Cohen, 1972) 1. A threat is defined 2. Amplified by 3. Officials soothe public 4. Boundaries re-drawn Signs of moral panic - Fear & anxiety - "were worried!" - Lack of understanding - "kids today are worse than ever" - "I wasn't like this when I was young" - Exaggeration - "all kids..!" - Epidemic, crisis The idea of moral panic is to maintain "rather than the responses to aberration in the social order, moral panic can also be an operation of power that reliability arises to preserve existing power structures" -Brookfield et al., p.3 **Tech Panic: Adoijan &Ricciardelli** - Video games - Smart phones - Social media - Addiction [Brianrot?] - Gen alpha slang - screen dependency, I pad kids, \-\-\-\-\-\-\-\-\--\> Q. Real disorder of moral panic? - Digital addiction - Mental decay " problematic interactive media use" "We use our phones to numb ourselves," she added. "I know that's so wrong and people are always taken aback by that comment, but it's so true." **Media Framing (frame analysis)** Examining: - How and issue is represented - which details are foreground, ignored, or glossed - Which story gets attention, whose story matters? - How the narrative shaped public perception - Deciding whose voice gets heard, and whose is not even in the picture **Vape panic: Brookfield et al**. " I've lost my children to vaping: the tragic stories behind the soaring rates of youth addiction" - Parents are trying to say that their children have grown up very different then them and they don't understand it - Exaggerates urgency - Ideal subject for panic - Teen health, drugs Moral panic as power - Generation gap - Loss of control & influence - Fear of societal change - Solidified through media framing Not everything is fine but... - Discourses - Have a history - Hide complexity - Are hard to refute - Cancel other stories FINAL STATEMENT OF MORAL PANIC - Moral panic is a form of adultism - Moral panic is about - Maintaining control - Managing societal fear - Figuring out the discourse of the issue CONNECTIONS TO READINGS Smartphone and social media addiction: Exploring the perceptions and experiences of Canadian teenagers: Adoijan, M., & Ricciardelli, R. (2021) Examines how Canadian adolescents perceive and experience the concept of internet addiction, particularly concerning smartphones and social media platforms like Snapchat, Instagram, and Facebook. **Key Findings:** - **Embracing the \'Addiction\' Label:** Teenagers often acknowledge and even embrace the term \"addiction\" to describe their relationship with smartphones and social media. - **Perceived Loss of Control:** Despite this acknowledgment, many teens feel a diminished sense of control, attributing their usage patterns to the compelling nature of algorithms and design features inherent in these technologies. - **Generational Comparisons:** Adolescents distinguish their technology use from that of their parents and younger siblings, often critiquing both groups for their own forms of perceived addiction. - **Peer Influence and Fear of Missing Out (FOMO):** The study highlights that peer dynamics and the fear of missing out drive behaviors associated with addiction more than the technologies themselves Lecture 4 - Parenting, family and debates over children's rights DEFINITIONS Family**:** A social unit consisting of individuals who are connected by blood, marriage, or choice, and typically share economic support, caregiving, and identity. Chosen Family**:** Non-biological kinship bonds formed by individuals, often out of necessity due to rejection or estrangement from biological families, offering mutual support and love. "Nuclear" Family**:** A family structure typically consisting of two parents (mother and father) and their biological or adopted children, considered the traditional family model. "Unconventional" Family**:** Family structures that deviate from the traditional nuclear family, such as single-parent, blended, or same-sex families. Parenting Styles**:** Approaches to raising children, including authoritarian, authoritative, permissive, and uninvolved styles, each with different levels of control and support. Children's Rights**:** The rights of children to protection, provision of essential needs (like healthcare and education), and participation in decisions affecting them, as articulated in international treaties like the UNCRC. Debates Over Parents' Authority vs. Children's Right: Ongoing discussions about the balance of power between parents and children, focusing on whether children should have the autonomy to make decisions, particularly in areas like health and education. UNCRC (United Nations Convention on the Rights of the Child**):** An international treaty that outlines children's civil, political, economic, social, and cultural rights, ratified by 196 countries to protect children from harm. Medical Consent**:** The legal and ethical concept regarding a child\'s ability to make decisions about their own medical treatment, sometimes requiring parental approval or independent consent depending on age and jurisdiction. LINKS TO POWER **PARENTING as power** - Authoritarian, authoritative, permissive, uninvolved - Helicopter/bubble-wrapped - Bulldozer/snow plough - Jellyfish - Lighthouse **Children's rights** - UNCRC: protection, provision, participation - Global treaty signed by almost every country in the world - Parental authority vs. Children's Rights: medical choices, religion sharenting, sexuality, gender - Children's rights are often not recognized - Sharenting should parents have the right to share about their kids online without consent? - Do children have the right to Privacy ? And if so, at what age? - Do children have rights and how are we going to respect that LECTURE NOTES Q. What is a family? - Social & cultural context - Institution & historical moment - Structures, defines society - Legally recognized - 2 families \-\-\-\--\> origin or procreation - Gay marriage (2005) - Blood, law choice **Terminology regarding family** - Kinship - A bond or connection with someone - Shared history - Economic support - A big part of the family unit - Identity, belonging - Societal role - State necessity - A family allows the state to not pay for each and every on of us - Caring for itself - Incentives - Canada providing a certain amount of money for having a child to help pay expenses **Family = Dysfunction** - Genetics - Ex. illnesses, cancer, mental illness - Abuse (active) - Physical, sexual, psychological - Neglect (passive) - Addiction - Perfectionism - Your expectations of your child are too high - Young carers - Unpredictable, fear - Conditional love, manipulation **Kinds of family** - Nuclear - 2 parents and a child - Extended - Divorced - Blended - Adopted - Single parent - Foster/gradian - Stay-at-home dad - Married or not w/out kids Q. Family is constantly changing is It possible to define? [Discourse of the "nuclear" family ] - Nucleus (1924) = centre of society - Middle class, het couple, children - Discounts other kinships - Extended fam most common (38%0 "The family is a social group characterized by common residence, economic cooperation and reproduction. It contains adults of both sexes, at least two of whom maintain a socially approved relationship, and one or more children, their own or adopted, of the sexually cohabiting adults." \- Yale Anthropologist George Murdock, 194 **Family as contested institution** - Fight over definitions of this term - "bed rock of society" - Changing social norms - Divorce, non-trad unions - Marriage, kids Example of divorce rates... Divorce rates in Canada increased after 1968, when the first federal divorce act was passed Trends in marriage and divorce rates in Canada... - Divorce rate climbs and peaks in 1986 - After that peak it comes down and is the lowest its ever been - Its not that the divorce rate comes down, but people are getting married less and less **Canadas fertility rate at all-time low** - 1.3 children (2022) - Lowest since the 1970s - Economic pressures - More education for all genders - 31 yrs. old (26 in 1971) - Theories... - environmental concerns, shift in priorates, other reasons? "Unconventional" families - Simone Bile's grew up in a foster home and mentioned about how she relates to things the kids go through after her birth mom couldn't take care of her family - Fortunately she got to stay with her siblings but they would starve every night until their grandmother adopted them giving her a second shot at life [What is chosen or found family?] - Pushed out - Fear, violence in home - Misunderstood - Unaccepted - No economic support "Non biological kinship bonds, whether legally recognized or not, deliberately chosen for the purpose of mutual support and love." -- Sage Encyclopedia of Family **Chosen Fam: LGBTQ+** - For many queer kids - Rejection (39%) - Ostracization - Disconnection - 40% of street youth are queer We choose our own family **Found fam: Street youth** Werdal & Mitchell (2018, Uvic) - Public threat not fam - "relational refuge" = survival - Constituted through: - Trust, proximity, resources - Protection, mentorship - Acceptance, collaboration [Parenting styles = power] - Authoritarian, authoritative, permissive, uninvolved - The most dominant parenting styles - Helicopter/bubble-wrapped - Constantly around you - Bulldozer/snow plough - Makes things easy for you - Jellyfish - Don't want to say anything harsh, will allow you to make mistakes though - Gentle - Lighthouse - Show the way, but doesn't get in the way - Allows children to make their mistakes, and be there when needed **Parenting authority** - Tension over differing views: - Education - Religion - Lifestyle - Discipline - Sexual orientation - Medical decisions - Legal proceeding Q. Do children have rights? - UNCRC - Charter of Rights & freedom - Prov. Human rights code - Child rights activists: - Autonomy, agency - Decision making power UNCRC - International treaty (1989): - Gov't protection - 196 nations ratified (not US) - Most ratified in the world (196 nations protest children from harm) - Critiques - different children have been involved in this criticism - doesn't address poverty, racism - comes from ai western context - doesn't provide as much protection for kids Q. What rights are given to children? - Rights of protection: - Abuse - neglect - Rights of provision: - healthcare - living - education - Right to participate: - be heard Article 12: Children have the right to give their opinions freely on issues that affect them. Adults should listen & take children seriously. [Parents authority vs children's rights ] - school as battle ground - pronouns & names (trans & NB students) - AB, Sask, NB: consent under 15; in AB notified 16-17 - Sex ed - Wishes of parents vs. students rights **Canadian Civil Liberties Assoc filed legal challenges** - Violates Charter rights of LGBTQ+ students 1. Non - discrimination 2. Liberty & security 3. Freedom of **Medical consent** - Should parents have a right to know - Gets a vaccine - Goes on birth control - Seeks medical treatment - Hoffman (2021): Covid vaccine controversy - Divorced parents - Clashing views - Who should decide Example of parents in Maryland arrested for letting their children walk home alone "Abductions are extremely rare. Car accidents are not. The number one cause of death for children of their age is a car accident." \- Danielle Meitiv, 2015, Washington Pos Q. What is a parents responsibility? - When the child is the content - Do parents have the right to post about their children w/out consent? - At what age are children able to consent? - What is a parents responsibility? Ex. Wren and her mom, exploiting her child on tiktok Example of parents being arrested for the crimes of their children: - Teen father charged with Georgia school shooting appear in court - Parents sentenced for manslaughter because their child committed a crime by shooting up a school Lecture 4 Critical thinking Q In lecture 4, we will discuss children's rights in the family. What are \"children\'s rights\" and how does the article by Hoffman exemplify the debate over children\'s rights versus parents\'/guardians\' authority? In lecture, we refer to Children's rights 3 main points... giving them the right of protection from abuse and neglect, the right of provision for proper health care education, and to participate allowing their voice to be heard. We also discussed how children have the right to discuss and communicated their opinions of issues that involve them, not letting parents/adults make all the decisions for them. This weeks reading touch's more into this topic regarding children's choice to get vaccinated and the legal age, regardless of parental consent. This age varies from 11-18 in many different states all having their own opinion. This lead to the question "when are children capable of making decisions on their own about their health?" while the reading doesn't not provide a specific solution to this problem, it explains the difficulties many children had to go through trying to hide their immunization from their parents. Children should have the right to make their own health choices regarding their own body as the parents are not in complete control. CONNECTION TO READINGS ### Title: *As Parents Forbid Covid Shots, Defiant Teenagers Seek Ways to Get Them* (Hoffman, 2021) ### **Teenagers Face Parental Opposition** - Many teenagers want the Covid-19 vaccine to regain social freedoms or protect vulnerable relatives, but hesitant parents often refuse consent. While 40 states require parental permission, some jurisdictions---like Washington D.C.---allow minors to decide for themselves. ### **Stories of Frustrated Teens** - **Elizabeth, 17**: Secretly vaccinated at a school clinic despite her divorced parents' conflict. Her father opposes it, so she keeps it hidden to avoid consequences. - **Marina, 15**: Excluded from friends' social events because her mother forbids the vaccine. - **Isabella, 17**: Wants the vaccine to protect family members and enjoy time with friends, but her mother refuses, citing misinformation about fertility risks. ### **Teen Resources and Legal Challenges** - Resources like *VaxTeen.org*, created by 18-year-old Kelly Danielpour, help teens navigate vaccine consent laws and locate clinics. Some states are relaxing medical consent rules for minors, while others are tightening restrictions. ### **Healthcare Providers in a Legal Gray Zone** - Doctors struggle with consent laws, especially since Covid vaccines are under emergency use authorization. In states like Oregon, teens over 15 can consent, but elsewhere, providers must turn teens away without parental approval. ### **Teens Can Make Informed Decisions** - Experts argue teenagers are capable of weighing vaccine risks, much like decisions about contraception or STI treatments. Vaccination is seen as both a practical health choice and a gateway to regained freedoms. Lecture 5 - Class, capitalism, & children's (anti)consumer culture DEFINITIONS LINKS TO POWER **CAPITALISM as power** - Free market economy: without rules or regulations that just keeps growing and growing - Private ownership - Unlimited expansion - Example. Taylor swift tour, movie book, songs - Consumers required - People have to buy stuff, and if they don't there is no system - Myth & magic - In order to do this you make magic, make it so that people need it - Commodity fetishism - Creating a religious connecting around the object - Becomes a necessity - I phones - Starbucks coffee - Supper coat **Consumer power & brand significance** - Influence, catered to, trend setters - Symbolic system: - Inclusion/exclusion - Expression & identity - Cultural capital (Pierre Bourdieu) - Weather or not you knew or owned the right stuff to be connected and visible to your culture and like you belong - Parents often cater consumerism to children's needs and interests - Companies want to you wear and use the item and create a trend and a commodity fetish - Young people exist through the significance of brands - Who is included and who is excluded LECTURE NOTES Opening example: Young Riley complains about - Girls wanting superhero's and pink stuff - But in shops she explains how they are trying to "trick" kids into only buying pink stuff - In toys R us the story is heavily divided by gender **Capitalism** - Dominant economic system: - Private ownership over things instead of the government - Owners (bourgeoise) - Workers (proletariat) - Unlimited expansion - Profit over people - The worker doesn't matter, pay the lowest price as possible all over the world **Myth of Capitalism** - Emphasizes: - Individualism - Entrepreneurial spirit - Personal success - Competition Karl Marx (1818-1883) Marxist Critique of capitalism - Unequal distribution of wealth - The rich get richer and the poor get poorer - Alienation & exploitation - Vicious cycle: - Manufacturing - Consumption **Consumer culture** You have to create a consumer culture in order for capitalism to be sustained - Capitalism's requirement: - Consumers - Buying = status, value, identity, definition - The consumer has to buy themselves into this belief system - Activity, imperative - Happiness, excitement - Planned obsolesce **Commercial culture** - Hailed by ads: - Bombarded - Surveilled - Tailored - Hidden Q. How does this work? - Ideology: - Belief systems - Myth & Magic - Utility-pleasure - Love & acceptance - "I deserve it!" - "I need it!" Example: iPod Commercial (2005) - Upbeat music with people dancing rocking out to a popular song with bright colours behind them - Trying to convince people that if you buy this product, you will look cool like them Examples: What are the hidden ideologies at work in these brands - Mall store - Justice - Justice appealing to young girls - American eagle all these stores have recognizable logos - Lululemon - Roots - Aritzia **Commodity fetishism:** - Commodities as sacred objects valued for no reason - No relation to labour or use value Examples: - Pumpkin spice latte - People will pay anything regardless of the prices - Mini boxes of cereal: Froot loops, frosted flakes - Mc Donald's happy meals - Having the toys in them o appeal to kids and making people "happy" - Bear paws Example: I Phone Evolution (planned obsolescence) - No matter what, if a new one comes out you have to have it - Even if your old one works perfectly fine **We'll pay cash for magic** - What & how do these commercials make you feel? Example: Nike find your greatness - Motivational commercials making people feel... - Strong - Motivated - Inspired - And proving that anyone, no matter where they live, their ethnicity, their religion, they can be great **Parents will pay cash for magic** - Consuming Childhood: - Stage requiring toys, products, foods - Good parents buy stuff - Fear of being left out or falling behind - Edutainment **Children's consumer power** - To buy - To nag - To influence - To be targeted - Corporate aggression Clip from documentary: Consuming Kids - The money children spend is a significant amount - However the real money relating to the market related to how much money their parents are spending - The children determine what car, computer, TV, vacation is purchased - Because of this cooperate markers specifically take advantage of this - Kids have a lot of power in the market and advertisers know it - People buying to convince our children that life is about buying and getting - Not to just sell them products and services but make them into life long consumers **[Cultivating consumers: Brands ]** - Hemar-Nicolas & Rodhain (2017): - Cultural resources - Fuels peer culture - Inclusion, exclusion - Childhood studies framework - Active agents Example: - TNA supper puff coat - Her daughter wanted the jacket but most importantly wanted the logo that was displayed on the back of it Cultivating consumers: BRANDS Example: Water Bottles 1. Swell 2. Hydroflask 3. Stanley - Straw toppers in fun and colourful designs 4. Owala **Influencer culture** - Parasocial relationship - You see the person (even though you don't know them)... as a friend - Familiarity & trust - Essence of consumer culture - Clothes, makeup, brands - Hidden Marketing Example: Selena Gomez, Kim Kardashian, Ariana Grande **De-Influencing: Anti-consumer core** - TikTok trend - Plea for less - Resistance - Youth movement - Re-use, recycle - "Normal" life **Toy unboxing** "...popular user-generated YouTube videos that feature unpacking, assemblage and demonstration of toys by adults and children" -- Craig & Cunningham, p. 77 Examples of Playdough sparkle princess areal elsa anna Disney frozen magiclip glittle glider magic clip dolls - Ryan's World and EvanTubeHD **[Consumption & Class]** - Desire doesn't always match reality - Capitalism wants us to spend beyond our means - The desire to fit in even if you cant afford it - Ex. kids steeling Sephora products because they feel the need they HAVE to fit in Defining Class - ECONOMIC - Poverty - Working-class - Middle-class - Wealthy - Income - Occupation - Education - SOCIAL - Lifestyle - Activities (Examples: Ballet and Hockey) - Leisure, travel - Food, drink - Neighbourhood - Economic capital: - Money, resources - Social capital: - Connections - Who you know - 'Nepo babies' receiving privilege and immediate access due to their families - Cultural capital: - Generational transmission of knowledge - Art, music, books - Comfort level CONNECTION TO READINGS Brands as cultural resources in children's peer culture. *Consumption Markets & Culture*: (Hémar-Nicolas, V., & Rodhain, A., 2017.) 1. **Purpose of Study**: a. Explores how children (10--11 years old) use brands as cultural tools in their peer groups, not just as products but as social resources. 2. **Key Findings**: b. **Integration and Exclusion**: i. Brand knowledge creates social inclusion, while lack of it can lead to exclusion. ii. Children without branded items can gain acceptance by mastering brand language or rhetoric. c. **Creative Use of Brands**: iii. Children incorporate brands into games, jokes, and songs, adapting them creatively to fit their peer culture. iv. Examples: Parodying advertisements, using brands in playground games, or slang to create \"private codes.\" d. **Opposition to Adults**: v. Branding helps children distance themselves from adults, asserting independence and defying authority in school settings. e. **Paradox**: vi. While brands enable socialization and creativity, they also contribute to exclusion and reinforce consumerism. 3. **Methodology**: f. Ethnographic study in six French schools (mixed socioeconomic backgrounds), involving observations, interviews, and focus groups. 4. **Implications**: g. **Education**: Focus on teaching children critical thinking about branding instead of trying to eliminate it. h. **Marketing**: Companies must recognize their influence on childhood culture and act responsibly. i. **Society**: Highlights the need to address the commodification of childhood and its effects on well-being. 5. **Theoretical Insight**: j. Builds on Corsaro's **interpretive reproduction** framework, showing how children adapt adult branding to create their peer culture. Lecture 6 -- Government, nation building, & youth Resistance DEFINITIONS Nation Building: The process of constructing or structuring a national identity using elements such as land, government, law, and culture, aiming to unite people and strengthen the nation. National Identity: A collective sense of belonging to a country, shaped by shared culture, values, history, and symbols, often taught through education systems and national narratives. Settler Colonialism: A form of colonization where settlers claim land, erase Indigenous cultures, and establish dominance over the land, often merging the settler society with the colonized territory. Canadian Residential Schooling System: A government-funded, church-run system that operated from 1876 to 1996, forcibly assimilating Indigenous children by removing them from their families, with a legacy of abuse, cultural erasure, and death. Nationalism: A political ideology that emphasizes pride in one\'s country, unity, and the belief in national superiority, often fostering exclusion and division. Ethno-Nationalism: A form of nationalism based on the belief in the superiority of a particular ethnic or cultural group, often involving the exclusion or oppression of others. Settler Logic: The justification used by settler societies to erase Indigenous cultures and histories, often framed as necessary for progress and national unity. Forced Deportation: The act of forcibly removing people from their country or land, often to erase cultural identities or impose new national identities. Sixties Scoop: A period from the 1960s to the 1980s when Indigenous children in Canada were taken from their families and placed into foster care or adopted by non-Indigenous families, further disrupting Indigenous communities. LINKS TO POWER **NATION BUILDING as power** - Children as weapons: - Settler colonialism - Settlers realized they had to separate the indigenous children from their families in order for Canada to exist - Separate children from parents - Residential schooling - Settler logic/whitewashing - Aggressive assimilation: assimilate the idea into children of what is Canada - This is how children were used to shape the indigenous image of Canada - Nation building is a form of power where children are used as pons of the government **Young people resisting the nation** However young people are fighting back: - Canada is "interfering with young Canadians' Charter rights to life, liberty, security of the person and equality." 15 activists btw 10-19 sue the Canadian gov't over climate change in 2019 Successfully appealed in 2023 - Young people resisting the nation and claiming rights to establish a future for themselves LECTURE NOTES Q. How do you build a Nation? - Land (borders) - Government, law - People - Armed forces - Education - National Identity: schools are a tool to help kids learn what their country is all about - Culture, religion, language - Values, beliefs - A way of getting people to buy in, "I am Canadian and I m proud" VIDEO - National Identity is made up - Modern era brought 4 point of national identity 1. Transport 2. Technology 3. need for people too fight 4. decline of the church - when something happens to our nation, we feel it happened to ourselves personally The Nation = from the people New kind of national identity - building a world based on shared values means creating a new myth, but that only matters if we make it as powerful as the last one Q. How was the nation of Canada built? - Settler colonialism: The taking over of a land a - Settlers claim land - Land is redefined - Indigenous life erased - Metropole merges w/ colony - Metropole: Country where the settler came from - Colony: the country they are taking over - Superiority enshrined - Gov't, law, identity - Ongoing **National identity: "Aggressive civilization" 1879** - "Indian problem" - A whole race of people that refuse to assimilate and cooperate - Threat to Expansion - Nicholas Davin's report: - Remove children from "influence of the wigwam" - Doing this will separate children from their culture - Industrial/Residential "schools" - Follow an American model that has figures out how to deal with the Indian problem **Canadian Indian residential School System: 1876-1996** - Dept of Indian affairs - State-funded, church-run - 120 years, 130 schools - 150 000 children - 6000+ died - Schools were... - Work camps - Child detention centers - Forced to speak English - Forced to learn different religion - Disease, starvation - Rampant abuse - Language & culture destroyed - Religious teachings, manual labor **Map of Canada and Residential Schools:** Provinces without schools 1. PEI 2. New Brunswick 3. Nova Scotia Compulsory attendance under 15, 1920 "I want to get rid of the Indian Problem. I do not think as a matter of fact, that the country ought to continuously protect a class of people who are able to stand alone...Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the into the body politic \[nation state\] & there is no Indian question, and no Indian Department, that is the whole object of this Bill." --Duncan Campbell Scott, Department of Indian Affairs 1913-1932 Interruption to nation building, 1966 Chanie Wenack: - Anishinaabe boy escaped Cecilia Indian Residential School, Kenora - Died following the CNR back home - Body initiated fist inquest "the Indian education system causes tremendous emotional &adjustment problems for these children" -Coroner's jury **Chart of TRC (2015) 94 calls to action and their progress:** - 11 calls to action affecting children (child welfare & education) - None completed **Myth of Canadian national identity still so powerful** E.g.: Julie Black - instead of saying "our home in native land" she said "home on native land" in the national anthem - received hate for this - caused people to refuse a shift in their national identity Q. What is the national identity? - White, Christian, prosperous - Welcoming, Multicultural - Humble, nice - Youthful, vibrant - Hockey loving, donut eating, beer drinking Award winning campaign commercial What is missing? - Indigenous people - The person presenting has a typical white guy name (joe) - Immigrants have changed the Canadian landscape SETTLER LOGIC-- whitewashing - "Dark chapter" - Trying to prove that we made a mess but its over and we are not like that anymore - Relief of guilt, responsibility - Necessary to achieve greatness, national unity - Everything that we did to indigenous people was necessary to get where we are today **Children's role in nation building** The Future: - "For the children" - Why fertility matters: Nation building = centered on children - Economic power \-\-\--\> consumer culture - Less workers, consumers - Taxes rise; benefits shrink - burden of care HEADLINES [Children's role in nation building:]\ "Immigrants wanted" - State resources: children and families coming in from different sources to build up infrastructure. - Swell population - Build infrastructure - Do dangerous/hard jobs - Perpetuate national identity - "American dream" - "Melting pot" - "Mosaic" - "welcoming" **Children's role in nation building (CONT.)** Education: - Schooling nationalism - Cultural continuity - Common past & future - Uniqueness, struggle, famous figures, glory - National identity secured Q. Is there one person who comes to mind when you think "national symbol" or "unifying figure" in Canada? E.g. Tim Horton, Sr. Isaac Brock, Terry fox, Ryan Reynolds **Nationalism** - Pride in one's country - Unity, belonging - Positive & fun - Extension of self \-\--\> feel goo when positive things happen to our country - We're \#1 - Superiority - Exclusion & division - Hatred, racism, war National identity is important because if you don't have people that will fight for you, you will have nothing that holds you together. National pride: Musician and Athletes E.g. Olympics, hockey teams, Summer Macintosh winning 4 gold medals, tragically hip, The weekend [Children as weapons] **Ethno-nationalism** - "Superior" culture, race, religion - Must " cleanse " the nation - E.g. Hitler youth, 1930s-1945: - Indoctrination into Nazism - Jews, Slavs, LGBTQ as subhuman - Required for all Aryan boys - Paramilitary - Fed army **Forced deportation** Russian's war on Ukraine: - Creating then "rescuing" orphans - National identity squashed - Military training - 30 000+ taken, less than 400 retrieved - Russia is planning to erase the identity of Ukrainians and convert them into the ways of Russians **Sixties scoop** 1960s-1980s: Indigenous children - Transfer of "schools" to provincial gov't - Became "child protection centres" - 1/3 of foster care children - Adopted by White parents - 20 000 children taken - "Child's best interests" - Stolen/lost generations **Child Soldiers** State military & militias - Cheap, malleable, expendable: - Adverse social conditions - Valuable resources - Drugs, brainwashing - Forced family - 500+ child soldiers in over 23 countries - UNCRC: Forbids use of children under 15 as soldiers = war crime [Anti-immigrant sentiment]\ "Immigrants go home" - - - - - - Brexit (2020), "Britishness" - EU = E. Europe, N. Africa, Syria Child refugee experience: Seeking asylum "When refugees arrive in Canada or any other Western country, they may be in a safer environment but the reality is more complicated than that. You may see pictures of refugees being welcomed at the airport or the border and everyone looks joyful. But these photos would not tell you how these people really feel having to adjust to a new lifestyle, Culture and maybe even learn a new language. It's like starting from scratch as a newborn." **Young people resisting the nation** CBC Kids News: - Canada is "interfering with young Canadians' character rights to life, liberty, security of the person and equality." - How is youth resistance to gov't part of nation building? 15 activists (10-19) sue the Canadian gov't over climate change in 2019. Successfully appealed in 2023 **Young people resisting the nation** Q. Does gov't Respond to Children? - Greta Thunberg - Autumn Peltier - Malala Yousufzai - X (Emma) Gonzales CRITICAL THINKING QUESTION In lecture 6, we will discuss the concepts of nation building & nationalism. Drawing on any example from this week (either from lecture or reading/video for seminar), what is a national identity & how are children part of its formation? In lecture, we defined national Identity as a collective sense of belonging to a country that is shaped by culture, values, and religion. National Identity is formed from the combination of cultural elements including the education schools provide about their country, government and education using laws and systems to create a shared national narrative, and maintaining national identity through symbols, myths and historical figures presenting the nations uniqueness. Given this foundation, children play a crucial role in shaping national identity as they represent the future of the nation. Children are used as the primary source to pass on the nations values, languages and history ensuring the continuity of national identity across generations. In lecture, we talked about the use of children in national building strategies (residential schools, sixties scoop) highlighting the governments targeting od indigenous children and their attempt to make sure there was only one national identity reveling the dark side to nation building. Overall, the role of children in shaping national identity shows the desire for nations to maintain a bright future, creating a sense of belonging for their people. CONNECTIONS TO READING Fight continues for kids suing the government on climate change inaction. *CBC Kids News*: (Katzel, T. 2024) - **Teen Lawsuit Appeal**: A group of 15 Canadian teens won their appeal on Dec. 13 after their 2020 lawsuit was dismissed. The teens are suing the Canadian government for its climate inaction, claiming it violates their constitutional rights. - **Court Decision**: Three judges ruled in favor of the teens, recognizing Canada\'s responsibility to address climate change. - **Next Steps**: The group will amend the lawsuit, and if accepted, it will proceed to trial. Lecture 8 - Individualism, disabilities and psychiatrization DEFINITIONS Individualism: A social and political philosophy prioritizing the individual over the collective, emphasizing personal responsibility, autonomy, and self-reliance. Disability: Physical or mental impairments that limit or challenge an individual\'s ability to perform certain tasks or function in society. Ableism: Discrimination or prejudice against people with disabilities, based on the belief that non-disabled individuals are superior. Medical Model: The approach that views disability as a problem to be fixed or cured, focusing on the individual\'s deficits. Social Model: An approach that sees disability as a result of social barriers rather than an individual's impairment, emphasizing the need for societal change to remove these barriers. Bodymind Diversity: The concept that bodies and minds are interconnected and diverse, promoting the understanding that differences should be celebrated, not seen as deficits. Psychiatrization: The process of pathologizing behaviors and emotions, framing them as mental disorders, often leading to over-medicalization and neglecting social factors. "Troubled Teen" Industry: A billion-dollar industry providing therapeutic boarding schools, wilderness programs, and residential treatment centers aimed at addressing behaviors framed as problems, often involving issues like self-harm or substance use. LINKS TO POWER **NORMAL" as power** 2 cases: 5. Strength, independence = "normal" - We are strong and be able to do everything for ourselves 6. Help, dependence = "abnormal" - **To be productive:** - Participate in capitalism - You have to be out there making money - Physical & mental strength (toughnes) - "Proper" development **Individualism ("normal") as ableist** - Beliefs & practices about: - How life should be lived - What bodies & minds should look like/do - The idea that we shouldn't have to ask for help and reach out to resources - We are trained not to ask for help in our culture because help is seen as weak Disability is created by this approach to the world LECTURE NOTES [Individualism] - Social & political philosophy - Shapes western thought - Individual over collective - Personal responsibility, self-reliance, autonomy - Everyone should be able to take care of themselves regardless of a individual Strength, independence = good Help, dependence = bad Example: superhero - When we think about the superhero... they are isolated, the lone wolf - They are tough and protect the community - They never fail - Don't ask for help - Don't cry - Don't crack **Individualism as "normal"** - School - Work - Money - Consumption - Mobility - Being stressed out and having a busy schedule and to be normal mean that we have to constantly be overconsumed by a busy schedule - Established by society Q. What if you don't fit criteria for being "normal"? To be a disabled child is to live with physical or mental impairments in a society that is hostile to your orientation the world; the world is not "for you." - We think the norm is having a strong mental capacity and being able to handle multiple jobs - In reality, disabilities preventing individuals from achieve certain goals is the norm - We need support in one way or another (that is the norm) - But the world doesn't function under this understanding 3 EXAMPLES What can prevent people form using these places 1. large lecture hall SOS - the location of sitting, you have a preferred area that makes it more accessabile to you 2. Mall - Narrow and tight stores causing inability for maneuvering - Sensory overwhelming 3. Playground - Not all children are able to climb and are inaccessible - All 3 have an impact on the individuals SES **Individualism ("normal") as ableist concept** Beliefs & practices about: - How life should be lived - How ppl should interact - Places are designed to make interactions in a certain way - What bodies & minds should look like/do - Shapes how minds and bodies are meant to be, causing people to feel displacement in the world Disability produced by this approach to the world [How individualism structures disability] - Individual deficit, not social issue - YOU are the problem and the issue - If your successful, it was all you - If you fail, you should've tried harder - "Dependent," "weak," "flaw" - Applied to people who do not fit into the world/ model - If you fail it's your fault - Not seen as a: - Variation - Knowledge - - Identity Example: d/Deaf culture, identity, pride - A hearing teen girl and her family that are all def - Focuses on.. - Deafness as a culture and a thing to be proud of rather than a deficit - Something you don't fix because that who you are **Language** - Disability as identity - "Disabled people" - "I'm autistic" "It is not possible to separate the person from the autism" -- Jim Sinclair, Autism advocate, 1993 **"Positive" & "Negative" ableism** Negative: - Fear - Hostility/hatred - Discrimination Positive: - Assuming help is needed - Saving or rescuing - Feeling sorry The snowflake example - Refuse to see difference as normal/valuable Examples from Imani Barbarin: Disability rights activist with cerebral palsy - Why your health is problematic - She doesn't want help, she wants to learn how to navigate herself and the the world herself - When she needs something accessible, they are not there, as soon as you need help navigating, they will help rather than fix the problem - Why I would know how to be an abled - Not ever disabled person wants a cure, they want accessibility - In society we punish people for existing **\#everyday ableism** - "I don't know how you do it?" - "I don't think of you as disabled" - The idea of erasing disability - Accessibility - Accommodations - Infantilization - De-sexualization - The idea that disabled individuals cant have a sexual relationship - Sex education including a disabled character in a realtionship Example: Documentary by and starting Ellan Glendinging: Is there anybody out there? - She was born without hip joints and small thigh bones - Being disabled is not the problem, Its what you do next that matters - "I love and respect my body, my body is not the problem" MEDICAL MODEL of DISABILITY - AKA: The fix or cure model - The individual is the problem - The constant need to find a cure SOCIAL MODEL of DISABILITY - AKA: Social barriers model - Next way of thinking - Barriers are the problem Example: Street corner - Beyond personal tragedy - Human rights focus - Inclusion, integration, accessibility - Responsibility on society **Bodymind Diversity** - Disability socially constructed - Thinking about the individual - Bodies & minds not separate, it is one entity - Promotes difference & range of human experience - No "typical" or "normal" - No superhero: everyone has the ability to contribute to society Diversity as norm No homogeneity Dependence not "bad": - Technologies, objects environments, bodies, meds, communities - Never independent - Help is normal Examples: Damon Kirsebom, Autism rights activist - Life was written off and seen incapable of contributing to society - People that observe his behavior automatically effects his level of intelligence - "just by observing me, you will miss what is knowing in my mind" - The iPad saved his life to explore new things - Shows that dependency isn't a bad thing, but infact provides more opportunities **Neurodiversity** - "...recognizes the diversity of human neurology" -- Egner, 2022 - Autism, ADHD as variations - Normal, essential, valuable - De-pathologized - When you de pathologize, you remove the stigma from something and it becomes normal - A anti medical model approach - Anti-medical model of deficiency [Mental Health] Decline: teen pregnancy, binge drinking, drunk driving, smoking Rise: Depression, anxiety, self-harm, suicidal ideation Blame: Socials (info, FOMO, comparing), no sleep, indoors, loneliness Stats from Centers for Disease Control and Prevention, 2011-2021 Examples of celebrities who have made their mental health struggles public: (Jotting down one or two examples is just fine) - Trends around gender - Trends around sexuality - Happiness has intersections around gender, race, class and sexuality Black men and women prioritizing mental health over performance - Simone bile's pulling out of the Olympics - Naime Osaka pulling out of the grand open Other celebrities open about their mental helath - Justin beiber - Billie Eillish - Shawn Mendes Megan Thee Stallion PSA on mental health: "check in on your friends" - Black don't crack...but it can - Its okay not to be okay, being vulnerable is what makes us whole **Labels as useful & problematic** Useful: treatment, awareness, support, comfort, identity Problem: labelled, static, judged, stigma, defined - Labels don't change and are fixed on a world judgment [Psychiatrization \-\-\-\--\> Pathologizing something ] - Behaviours/emotions framed as disorders - Pathologization - Over-medicalization - Over-simplification - Poverty, neglect, abuse, trauma Q. Psychiatric or social problem? - 11 from stranger things, called her crazy and labeled her as insane **Social factors that shape kids' mental health** - Bullying (IRL & online) - Sexual violence - Lack of acceptance - Parental - Poverty, racism, sexism - Eco anxiety - Culture wars - War "What if the call is also coming from inside the house? What if parents are inadvertently contributing to their own kids?" -- French, 2023, The Times **Pathologizing the everyday** - Sadness, anger, angst - Rebellion, risk-taking, emotional stress - Parental disappointment - You might be sent away because your seen as... - Disobedience - Gender & sexual non-conformity - Subcultural ties - Bad grades Example: Pathologizing the teen years CONNECTIONS TO READING 1. Egner (2022).: \#ActuallyAutistic - Using Twitter to construct individual and collective identity narratives. - Building autistic identity - Shared experiences - Debunking stereotypes - Positive storytelling - Rejecting "cure" narratives "How do autistic people, who lack positive media representation & rarely have cohort communities , construct individual & collective identity narratives?" -- Egner, p. 350 2. Golightly (2020): Troubling the 'troubled teen' industry - Adult reflections on youth experiences of therapeutic boarding schools. - Billion-dollar business - Therapeutic boarding schools, residential treatment centres, wilderness programs - Self-harm, drugs/alcohol, parental disappointment - Once labelled: loss of consent & power - "Young people become 'troubled' through a process of psychiatrisation\..." (p. 58) Lecture 9 - Double standards, gender hegemony, & sex(ualities) DEFINITIONS Gender Binary: A system that classifies gender into two rigid categories: male and female, excluding other gender identities. Sexual Double Standards: The different judgments, rewards, or punishments applied to the same behavior based on gender, often holding women to stricter standards than men. Queer (as noun & verb) - As a **noun**: A reclaimed term representing non-normative sexuality, often used as an umbrella term for LGBTQ+ identities. - As a **verb**: The act of challenging and disrupting traditional binaries and celebrating diverse sexual and gender identities. - **Queering:** 1. Unsettling binaries 2. Celebrating non-normative identities 3. Disrupting the privileging of normalcy over difference - **Queer safe v. queer affirming classroom** 4. Queer affirming = A space where queerness is protected, but is also made normal - Bringing books in the classroom that are related to the issue Gender Hegemony: The dominance of certain gender norms and practices, particularly those associated with hegemonic masculinity, that establish social power hierarchies. Hegemonic Masculinity: A form of masculinity that is culturally idealized and valued above other forms, often characterized by dominance, power, and heterosexuality. Emphasized Femininity: A form of femininity that is subservient to hegemonic masculinity, emphasizing passivity, compliance, and heterosexuality, and reinforcing gender hierarchies. LINKS TO POWER **BINARIES as power** - Gender heavily policed: - To be male is to not be female - To be masculine is to not be feminine - There are only 2 possibilities that are considered normal/correct and if you exist outside those possibilities then you care considered not normal - Gender policing - Sexual double standard - Slut shaming & gay bashing **Example: Azmi Jubran (2005):** - Harassed for being gay - "Wrong" gender performance - School charged with deliberate indifferencs LECTURE NOTES **Gender as Binary** - Excludes other possibilities - Either/or = rigid - Opposing extremes - To be masculine is to [not] be feminine & vice versa - Heavily policed [Policing ] Q. Where is gender policed? - Everywhere - Home - School - Playground GENDERING CHILDREN Before & at birth - Pink is for Girls - Blue is for Boys - What are you having? Toys & play - Girls - Lego Friends - Barbies - Boys - Rough play / Dirty - Nerf guns - Star wars lego **Language** Boys/young men: - "like a girl" - Pussy, C-word - Player, f-boy Girls/young women: - Slut, skank, whore - Bitch, hot mess - Hoochie, ratchet, hoe **Policing girlhood**: Slut Shaming - Weaponizing a girl's: - Dress - Body - Sexuality - Sexual behaviour - Sexual assault - Girls responsible - Girls' reps vulnerable Rape Culture : Conditions that normalize sexual assault & harassment: language, cat calls, threats, revenge porn, shaming, unwanted pics, rape myths. **Policing boyhood:** Gay Bashing - Just as fear of being called "slut" regulates girlhood... - Fear of being called this name regulates boyhood - Gender & sexuality combine - There is a hierarchy among gender - Boys have to be very careful not to be seen this way and are constantly defending their sexuality - There are different ways to engage in masculinity (crying, expressing feelings) Gender: How you present your self and feel in your body Sexuality: About what your desire and who you desire and are sexually attracted to **Attacks on gender performance** Azmi Jubran (2005): - Bullied for being gay - Based on gender performance - He had feminine components - School did nothing - Court ruled deliberate indifference - School liable for suffering Jubran v. BC school board: Precedent in Canada - They found that the school was causing... - Deliberal Indifference = causing misery to occur because of ignorance - He sued the school board and won but continued because he wanted the schoolboard to be liable for his suffering **Sexual double standard** Definition: different judgment punishment or rewards for the same action - Genders governed by different rules Q. How is the sexual double standards still prevalent in 2024? - There are agreements in our culture and other cultures about this hierarchy - Can be generational in a way - Beliefs can be easily passed down - Boys and Girls are fed images on social media about sex being good [Focus on Binary, Trans and Cis gender ] **Problem with binary** - Justifies inequality: - Feminine as inferior, objectified - Masculine as superior, powerful - Also limiting, stiffing, narrow - Creates hierarchy, dictates intelligibility, enables violence **Cis gender** On this side: - Identifies w/ birth sex - Biology & feelings align **Transgender** - Across - Not identifying with sex at birth - Biology & feelings don't align - DMS 5: from gender identity disorder to dysphoria - Feelings of distress REALITIES for trans youth 2 Studies: - Journal of Adolescent Health (2018) - Preferred names & pronouns = **34%** drop in suicidal thoughts & **65 %** decrease in suicide attempts - Canadian Medical Association Journal (2022) - 64% of trans youth considered suicide in the last 12 months - Other factors: - Peer victimization, family dysfunction, poor access to mental health care **Non-binary childhoods** - More than 2 - Doesn't identify as male or female - Genderqueer - Genderfluid - Nonconforming - E.g. Elsie Fisher (Skye) receiving hate for being on the summer I turned pretty [Gender hegemony: Raewyn Connell] MEN Hegemonic masculinity: masculinity that is most valued in the social world (top dog) - Considered the cultural ideal - Talk about the guy that appears on the magazine cover - Rewarded & valued - Supports hierarchy - Superior to femininity & "lesser" masculinities - Heterosexuality key - Aggressive, powerful Emphasized femininity: Inferior to masculinity creating a hierarchy - Rewarded & valued - Supports hierarchy - Inferior to masculinity - Heterosexuality key (likes sex but not too much) - Passive, compliant \*\*\* Slides with visual examples of hegemonic masculinity \*\*\* - That all the men on magazines are displayed as strong, sexy and powerful men making them "top dog" **Toxic masculinity** - Boys will be boys - Naturalizing bad behaviour - Hazing, violence part of culture - Don't talk about it Sexual assault trial: Hockey Canada & 5 world junior hockey players (2018 gold medal team) **Resisting hegemonic masculinity** - Encouraging & embodying gender identities that: - Diversify - Re-signify - Destabilizing Soft boy aesthetic: just as another kind of resistance to hegemonic masculinity. \*\*\* Slides with visual examples of emphasized femininity \*\*\* - Men are dressing a certain way where they are address and going against hegemonic masculinity WOMEN \*\*\* Photos of Disney kids and their photos \*\*\* - As soon as these Disney kids like Miley, Britney and Zendaya were released, they posted older mature, sexy grown up photos to show that they are women and not just viewed as children **Emphasized femininity** - Miley Cyrus & Robin Thicke - MTV awards, 2013 Q.Does her performance support gender hierarchy ? **Resisting emphasized femininity** - Sexuality as power, agency - Language/behaviour to counter slut shaming - Can girls & young women draw power other ways? CONNECTIONS TO READING **Currier (2013):** Strategic ambiguity in hook-up culture on campus - Deploying "hook-up" strategically - Young men play it up - Young women play play it down - Still true? - Situationships? **Bonilla et al. (2021):** Sexting, power, & patriarchy - Digitally shared sexual images or messages - Most research focuses on moral panic - Teen girls seen as venerable, gatekeepers - Teen boys seen as sex-crazed, predators "...this article attempts to decipher participants' sexting behavior...situated within a nuanced consideration of gendered dynamics and sexual desire." (p. 1100) While teen girls suffered the biggest risk to their reputations for sending nudes, teen boys experienced the most stress when receiving unwanted nudes. Lecture 10 - Racialization, representation, & controlling images DEFINITIONS Racialization**:** The process by which individuals or groups are categorized and labeled based on perceived race, often leading to the treatment of certain groups as \"Other.\" Representation**:** How a person or group is depicted in media or culture, influencing social meaning and societal perceptions. Double Consciousness**:** W.E.B. Du Bois\'s concept describing the experience of seeing oneself through the eyes of others, particularly when marginalized groups are objectified or dehumanized. Controlling Images**:** Stereotypes constructed to dehumanize marginalized groups and reinforce systemic inequalities, often shaping public perceptions and justifying unequal treatment. Essentialism**:** The belief that certain traits or characteristics are innate to specific groups, leading to generalizations and fixed identities. Ιntersectionality**:** A framework that examines how different aspects of a person's identity (race, gender, class, etc.) intersect and create unique experiences of oppression or privilege LINKS TO POWER **"RACE" as power** - Lived: - Privilege, oppression - How we're Defined - Discourse: - Historically contingent - Social construction **Racilization** How we become 'raced': - Representation (in/visibility) - Controlling images - Who you are seen becomes who you have to be, rather than who you really are - School (discipline, dress codes) - The hair dress code withing schools - Law/police - Double Consciousness - Seeing yourself through the eyes of the white world and white supremacy LECTURE NOTES **'Race' as Real & constructed** - Lived: - Privilege, oppression - Violence, hatred - How we're defined - Race, gender, sexuality, diability - Discourse: - Infused w/ power - Social construction - Historically contingent - Has a history and is dependent on something - Race is real and constructed at the same time - We are 99.9% the same Genetic material - Surface level differences in human biology - Race is more complex as it is not just a binary, but there is a hierarchy **'Race' as convenient invention** History of the idea: when you look at history you denaturalize the idea - Evolved: 16th-19th C - Height of Colonial era - European expansion - Free labors needed - To extract resources on the land - Transatlantic slave trade - All the eurpean exploreers understood that they need slave labour to be used, so they went to Africa to aquire "expendable" bodies - 10-12 M slaves were transported Slaves cutting sugarcane: Caribbean Island of Antigua, 1823 Slavery ended in Canada: 1834; US: 1865 **'Race' justifies...** - - - - - - Race is a huge part of how we see ourselves but also about how other see us **Racialization** - MEDIA Q. How do we learn what 'race' is? Racialization: A process that happens to you rather then something that is normal - How we become 'raced' - How young POC learn they are Other - How young White people learn they are Centre Example: Black Children Reacting to Live action ariel - Children being shocked and moved by saying "she looks like me" or "she has hair like me" - This was influential as - Children connect to the character better and gives them a sense of belonging - Black side characters were most prominent until this - This is how we learn what race is - By seeing how its deployed in the media - How its represented in the news - How its taught/mentioned in schools Lynda carter's response - She emphasizes the lack of realism in the film and how there are mnay mythical things that are not real that happen in the film, but people are upset about the fact that the main character is black **Racialization** - SCHOOLS - Racial double standard: - Harsher punishments for racialized minorities - Expulsions, suspensions, arrests - Leads toward legal system Examples: Toronto News's - Children being hyper punished (School to Prison Piplline) Marley Lawrence : Started off as a troubled kid and tough time in school not getting help and was expelled from school - The project includes reaching out, gather information and finding solutions to prevent targeting the black community - Attempting to gather enough evidence and establish a report - 52% of Black Students in TDSB suspended compared to 18% of white students Children being sent home from school due to their hairstyles = violation of dress codes - Dreadlocks - Mohawks - Sending off sexist messages through the use of dress codes is common but there are also racist ideologies imbedded in school systems [Psychological affects] - Doll experiment 1940s -- Black children 3-7 - Drs. Kenneth & Mamie Clark - Discrimination bred feelings of inferiority - Every child chose the white doll as it was the most beautiful and successful - This experiment became the main determinant to change segregation laws - This experiment shows us what this kind of racism does to a kid (tears them down) **Representation** - How a person/group is depicted by others - Reflects & shapes social meaning - Visibility & invisibility - Infused w/ power - It is about who is visible and who is invisible Ex. Aladdin 1992 & 2019 - The songs "Arabian nights" is full of stereotypes of Arabians being violent - The characters in the cartoon where heavily in the villain Arabic features - In the live action, they tried to represent Arabians in a more positive way (changing the song) Representation CONT. - Increasing visibility - Challenges negative representations - See it / be it - The idea that, If you see people of colour doing powerful and important things, than you can do it as well - Complexity Q. Thoughts on Disney's disclaimer?  - An example of showing history and a want to learn something better - Working toward acknowledging the past rather then erasing it - This disclaimer does not completely solve the problem - Its either a blanket (pretending it didn't happen) or a band-aid (covering it up) [Controlling images -] **Anti-Black racism** Homework Assignment: Montreal high school (Feb 2, 2022) - An image that is meant to control a different group and to dehumanize Patricia Hill Collins: Racialism through gender - Young black men (criminal): - 'Thug', 'deviant', 'felon', 'dangerous', 'threat' - Young black women (sexualized): - 'Jezebel (gets around)', 'Sapphire (angry)' 'Welfare Queen (happy to stay on government support)', 'ho', 'hoochie', 'ratchet' Controlling images -- **Anti-Asian racism** - "Perpetual foreigner" - "Too Asian" - "Not Asian enough" - The pandemic was a difficult time more many Asian people as their were blamed for the virus - Political figures calling COVID the Chinese/Asian flu - The stereotype that Asians always coming from far away MODEL MINORITY MYTH Francis (2021): - Smart, studious, hard-working, polite, passive - Positive stereotype - Successful, wealthy, "law abiding" - Obscures racism - Hierarchy of "better" and "worse" races - Asian is closest to being white as they are shown to be a model group of people "Pitting races against each other has been a common strategy used by colonizers: divide and conquer." Controlling images -- **played for laughs** - "Just Joking Around": - Form of power & control - Belittling, normalizing - To call it out is to be "uncool" VIDEO: The problem with Apu (Hari Kondabolu) - A white guy voicing a Indian character causing controversies - Indians were then getting compared and mocked through this character [Essentialism] Racial: share biological traits - Naturally better/worse - Naturally lazy/hard-working Religious: share beliefs values, & behaviors - Extremists, conservative, rich - Monolithic, fixed - Justifies profiling, segregation, inequality, violence POSITIVE stereotypes - Good at sports - Good at math - Top marks in school - Good at business - Make lots of money - All doctors or lawyers - These are still racist because they still reduce people into groups or traits - Just because people think your good at something it doesn't mean it's a complement - Sets expectations on you and your ethnicity **Intersectionality** - Patricia Hill Collins: - How race, religion, gender, class, & other categories overlap & influence one another. - Interlocking, compounding - Produces unique contexts Ex. Megan Markel discovery of her mother living in a poor neighborhood **Double consciousness** W.E.B. du Bois (1903): "It is a peculiar sensation, this double-consciousness, this sense of always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity." (Gross, p. 421) "...images produced through dominant white narratives..." \#Iftheygunnedmedown: "Which picture would the media choose to represent me if I were killed by the police?" & offered a choice between two contrasting images---one positive, socially acceptable, & suggestive of innocence; & the other put forth as the stereotypically negative or problematic representation the media might prefer." \- (Gross, p. 417) C.J. Lawrence shows "the way images can shape perception & shift blame away from the police & onto victims..." \- (Gross, p. 417). \#iftheygunnedmedown - Michael Brown, 18, 2014 - Ferguson, Missouri - Shot & killed by Darren Wilson - Unarmed when killed by a white police officer and they posted a gangster picture of him announcing his death - Everything about the picture makes him look scary, terrifying and aggressive - The press then put up images of him looking softly at the camera and of him graduating high school - This talks about how the power of the image matters and how it can shape what we see when it comes to life or death situations 2Pac (THUG LIFE) - Trying to not give children, infants and youth racial hate CT Q. In lecture 10, we will discuss controlling images. Drawing on one article for this week (Gross OR Francis), [connect lecture discussion to the reading] by defining controlling images and then explaining how the reading offers an example of the power controlling images have on young people Controlling images, as discussed in lecture, are stereotypes constructed to dehumanize marginalized groups and reinforce systemic inequalities. These images serve to maintain social hierarchies by shaping public perceptions and justifying unequal treatment. Gross's article highlights this through the \#iftheygunnedmedown campaign, which critiques how media representations of Black individuals can frame them as either threatening or innocent based on selected images. For young people, such controlling images have significant consequences, shaping how they see themselves and how society treats them. This ties into the concept of racialization, where children learn they are \"Other\" or at the \"center\" based on race. For example, Black children face disproportionate punishment in schools, where hairstyles like dreadlocks or afros are policed, embedding racist ideologies in institutional practices. These experiences of racialization create double consciousness, as marginalized youth navigate their own self-image while grappling with stereotypes imposed by dominant narratives. Controlling images thus play a powerful role in maintaining racial hierarchies, deeply impacting the lives, identities, and opportunities of young people, while also perpetuating cycles of privilege and oppression in both media and institutions. CONNECTIONS TO READING 1. (Gross, N. 2017): \#IfTheyGunnedMeDown: The double consciousness of Black youth in response to oppressive media **Double consciousness** "...objectification & dehumanization & as a tool for resistance & social uplift" - (Gross, p. 421). Double consciousness CONT. - "Black youth and young adults negotiate oppressive media representations and produce their own self-images." (Gross, p. 417) - Awareness of "symbols that mark their bodies as threatening or innocent" (Gross, p. 418) - Would the press choose the photo of them looking aggressive, or them graduating high school? Ex. 2013 killing Trayvon Martin in FLA: LeBron James & Miami Heat - The whole team wearing hoodies as they were seen as a sign of deviance **Politics of respectability** - Racialized young people often forced to act on "best behavior" - Presenting "impeccable moral character" (Gross, p. 420) - Refusing to be a stereotype 2. (Francis, A. 2021). The 'model minority' myth explained. What you need to know about how it has propped up anti-Asian racism in Canada MODEL MINORITY MYTH Francis (2021): - Smart, studious, hard-working, polite, passive - Positive stereotype - Successful, wealthy, "law abiding" - Obscures racism - Hierarchy of "better" and "worse" races - Asian is closest to being white as they are shown to be a model group of people "Pitting races against each other has been a common strategy used by colonizers: divide and conquer." Lecture 11 - Bodies, identity, & the surveillance of youth DEFINITIONS Identity: The way we see ourselves, shaped by our interests, experiences, and societal factors. It is a social process influenced by context, relationships, and how others perceive us. A SOCIAL PROCESS Identity as Embodied: The concept that our identities are shaped through our physical bodies and how we interact with the world, including societal perceptions based on body type, race, and gender. Body Image: How we perceive and feel about our bodies, impacting self-esteem, behavior, and confidence. It is influenced by societal standards of beauty and body types. Childhood Constructed through the Body: The idea that children's bodies are sites of power, vulnerability, and control, with society imposing certain expectations and norms on how their bodies should behave. Panopticon: A prison design symbolizing social control where individuals are constantly aware they could be watched, leading to self-regulation and compliance. Surveillance: The monitoring of young people's behaviors and bodies by adults, institutions, and society, impacting their identity formation and self-regulation. Resisting Adult Surveillance: Strategies, such as creating private or niche social media spaces, to resist adult control and assert individual identity. Body as Fluid Text of Self: The idea that identity and body are fluid, allowing for creative expression and evolving self-representation. LINKS TO POWER **Children's Bodies as sites of power** - Childhood constructed through the body - Seeing children as mini adulrts, protecting them keeping them safe, - Protecting "innocence" - Always monitored - (Hard to let surveillance go) - Decreases trust - Makes parents crazy - But its hard to let go of the fact that kids are venerable and need to be surveyed 24/7 **SURVELLIENCE as power** - Panopticon: - Internalized guard - Docility, compliance - Proposed the idea that if we think we are being watched, we will act accordingly - Different bodies surveyed differently - Surveillance by adults, peers, self - Adults watch kids - We always watch eachother - Example: the elf on the shelf watching over peoples lives = form of control **Q. Why study young people from a socio-cultural perspective?** - Understand context - Thinking differently about kids - Challenge "normal" - What has been defined within children and youth - Learn different knowledge - What knowledge do children have to teach us when we don't talk down upon them - Decrease hierarchy - Adults are considered the boss - Changing that relationship - Shift power dynamics LECTURE NOTES [Identities] Social Process: - Interactions - Context - It depends on how you are talking to (e.g. your grandma compared to your friends) - We are different people depending on who we engage with - Relational - Its not just one part of you - Intersectional - Intersections are unique - How others see you - How you see yourself - often discussed as things you are born with, but in reality it's the things and experiences you have within society that shape who you are - a constant activity and is cultivated within ourselves - identity is a individual and collective **Identity as embodied** - How our body interacts with the world - Society → in relation to others → our experience living in our experience living in our