Themes: Youth Culture
Objectives
- To make participants aware about the different realities of youth
- To increase the participants knowledge about the approaches to youth cultures
- To make participants aware about the issues derived from the differentiation of youth cultures
- To make participants aware about the differentiated citizenship status
Duration and Planning
- 10 minutes : Introduction to the Method
- 70 minutes : Youth Cultures
- 10 minutes : Debriefing
Materials
- Case Cards
- Youth Cultures Handout
- Board markers
- Flipchart
Recommended Method
Before starting to the method, the facilitator asks the participants “How they define the youth?” by referring to the age, the culture, the discourse around the youth. Afterwards, the participants answers are gathered, the facilitator shows the quote from Bourdieu :
“We are always somebody’s senior or junior. That is why the divisions, into age-brackets or into generations, vary considerably and are subject to (deliberate) manipulation. What I want to remind you, quite simply is that youth and age are not self-evident facts, but are constructed socially, in the struggle between the young and the old.“
Afterwards, the participants are asked to define the youth cultures outside of the age-bracket by considering youth as a culture and a collective social experience depending on a specific space and time. During this stage, the facilitator gathers the participants answers.
Later on, the facilitator divides the participants to 4 separate groups as rural, LGBTIQ+, urban, migrant and gives them the case cards to make the participants analyse :
- Inclusion vs. Exclusion Aspect
- Opportunities
- The reach of the particular youth groups to the opportunities
- The discrimination that they might suffer
- The other aspects in their lives
This process is aimed to make the participants aware about the differences of the youth cultures and the impact of their experiences in their daily lives. The facilitator gives 30 minutes for the participants to analyse the cases that are presented. According to their analysis, they present their findings concerning to the issues of these particular youth groups and the reflection concerning to the issues that they have discussed.
Once all presentations are done the participant will be asked the following questions:
- Was there a situation that you have thought the differences in between your experiences as young person and the experiences of them?
- What was your reasoning while finding the issues that you found out?
- Are these issues can be resolved or not? If yes, how?
- Do you think these experiences shapes our society in a bigger context or not?
- How can we classify all of the cases as young people?
- What do you think about the differences of the youth cultures and how these differences affect on the age-strata based on youth classifications?
Case Cards & Facilitators Note
We have chosen four youth cultures as rural, migrant, LGBTIQ+ and urban though these case cards can be extended to the other youth cultures. In addition to that, it can be adopted to the country specific issues.
| Lena, Germany Lena grew up in a small village in Bavaria, Germany. Life in rural Bavaria was quiet, with rolling hills, traditional festivals, and a close-knit community. Lena was an active member of the local youth club, where she learned about farming, animal care, and community service. Her summers were spent at the village festival, showcasing her family’s crafts and helping with the local bakery stand. Despite loving her village, Lena felt stifled by its insularity and the lack of opportunities. She dreamed of seeing the world beyond the Bavarian countryside, but her family’s financial struggles made it impossible for her to leave. The scholarship she had hoped for did not come through, and Lena found herself working long hours on the farm, her dreams slowly fading away. As the years passed, Lena watched her friends leave for the city, while she remained, burdened by familial obligations and economic hardships. Her only solace was the memories of what could have been, as she tended to the fields that seemed to stretch endlessly, mirroring her sense of entrapment. Lena’s story is one of unfulfilled dreams and the heavy weight of rural expectations. |
| Sam, Poland Sam was a high school student in a conservative town in Poland. From a young age, Sam knew they were different but couldn’t quite put it into words. It wasn’t until they joined an online LGBTIQ+ community that Sam found the language to describe their identity—they were non-binary. High school was tough. Sam faced severe bullying and isolation, and the small GSA (Gay-Straight Alliance) club that had provided a sanctuary was disbanded due to pressure from parents and school officials. Without this support, Sam felt increasingly alone and unsafe. Sam’s closest friend, Marta, who identified as transgender, was forced to transfer to another school after facing threats and harassment. This loss hit Sam hard, deepening their sense of isolation. Despite their efforts to find acceptance, Sam encountered constant hostility and rejection, both at school and at home. After graduation, Sam moved to Berlin, hoping for a fresh start. However, the trauma of their past experiences made it difficult to connect with others and find the support they needed. Sam’s story is one of resilience in the face of relentless adversity, highlighting the deep scars left by intolerance and prejudice. |
| Marco, Italy Marco lived in the heart of Milan, Italy, a place where fashion and creativity thrived. The city’s energy was electric, with its historic architecture, bustling streets, and diverse cultural scenes. Marco was a high school junior with a passion for street art and a dream of becoming a famous graffiti artist. Every weekend, Marco and his friends explored the city, seeking out hidden corners and abandoned buildings where they could leave their mark. The city was their canvas, and they expressed their hopes, frustrations, and dreams through their vibrant murals. However, Marco struggled academically and felt misunderstood by his teachers and family. His art teacher, Signora Rossi, who saw his potential, moved away, leaving Marco without a mentor. His grades slipped, and he felt increasingly alienated from the traditional education system. With no support or guidance, Marco’s dreams began to crumble. The pressures of city life, combined with financial instability at home, forced him to abandon his artistic pursuits to take up a series of low-paying jobs. Marco’s story is one of lost potential and the harsh realities of urban life, where dreams often give way to survival. |
| Amina, France Amina moved to France from Morocco with her family when she was thirteen. The transition was difficult—she had to learn a new language, adjust to a different education system, and find her place in an unfamiliar culture. Amina’s family settled in a vibrant immigrant community in Marseille, where she found comfort in the familiar sounds and tastes of home. Despite the supportive community, Amina faced significant challenges at school. She struggled with French and felt out of place among her peers. The FLE (Français Langue Étrangère) program offered some help, but it wasn’t enough to bridge the gap. Amina faced discrimination and isolation, both from students and some teachers. The school’s multicultural club, which had been a source of hope, was disbanded due to lack of funding. Amina’s leadership skills went unrecognized, and her efforts to create a more inclusive environment were met with apathy. As time passed, Amina’s sense of dislocation deepened. She found it difficult to balance her Moroccan heritage with her new French identity, leading to a profound sense of loss and identity crisis. Amina’s story is one of struggling to find a place in a world that constantly reminds her of her outsider status, highlighting the emotional toll of migration and cultural dislocation. These stories reflect the more challenging and somber aspects of youth experiences in different cultural contexts within Europe, highlighting themes of unfulfilled dreams, isolation, and the harsh realities faced by many young people.- |
Additional Information and Readings
1. Bessant, Judith & Pickard, Sarah & Watts, Rob. (2019). “Translating Bourdieu into Youth Studies” The Structure v Agency Debate // Special Issue: Inequality, continuity and change: Andy Furlong’s legacy for youth studies. // Editors: Dan Woodman, Tracy Shildrick and Robert MacDonald. Journal of Youth Studies. 23. 76-92. 10.1080/13676261.2019.1702633.
2. O’Connor, A. (2004). The Sociology of Youth Subcultures. Peace Review, 16(4), 409-414. https://doi.org/10.1080/1040265042000318626
