Full Description
The book critically examines psycho-educational developmental interventions that arguably contribute to 'Positive Youth Development', especially for marginalized youth conceived to be at-risk. Tracing the growth and circulation of these programmes from the Global North to South, the book shows how these interventions seek cultivate youth as entrepreneurial citizens who can cater to global developmental agendas. Using Life Skills Education programmes in India as an illustration, the book locates these programmes within the larger context of neo-liberalization of education and training globally, through programmes for social-emotional learning, personality, employability and vocational skills.
It shows how such programmes cultivate an ethic of self-responsibility amongst 'youth at-risk', to overcome structural disadvantages by working upon themselves. However, socio-cultural disconnects and youth agencies that emerge during programme implementation do not allow for straightforward replication of global neoliberal agendas.
Closely examining the outcomes of programmes on youth, the book presents alternative agendas that can be truly empowering for young people in the Global South. Educators, policy makers, scholars and students working in the areas of Education, Childhood and Youth Studies, Development Studies and Psychology benefit from the book's in-depth analysis of young people's expectations of education and developmental interventions, and how these programmes impact young people's lives.
Contents
1. Introduction - Global Agendas around Youth and Neoliberal
Development
1.0 Conceptions of Youth
1.1 Harnessing the Youth Dividend: Regulation and Responsibilization' of Youth
1.2 Navigating Youthhood
1.3 About this book
2. The 'Psy Complex' and Development Work with Youth
2.0 The 'Psy-Sciences' and New Forms of Governance
2.1 Positive Youth Development and Entrepreneurial Youth
2.2 Positive Youth Development and the Proliferation of Governance
3. Life Skills Education for 'Enterprise' or 'Educational Reform'?
3.0 The Generalization of Psycho-education and Youth
Development: the Indian Context
3.1 Life Skills Education - A Genealogical Examination
3.1.1 The Self-Help and Skills Revolution within Psychology
3.2 Emergence and Circulation in the Indian Context
3.2.1 The Targets of Life Skills Interventions
4. A Range of Actors in Indian Education
4.0 A Range of Actors and the Intent of Life Skilling
4.1 Life Skills Programmes as Middle-Class Cultural Capital
4.1.1 Imagine Possibilities (IP)
4.1.2 Viveka Youth Brigade (VYB)
4.1.3 Media for Change Limited (MFCL)
5. Technologies of Self - Life Skills Education and the Shaping of the
Entrepreneurial self
5.0 A Pedagogy for Discipline
5.1 The Pedagogic Format of LSE
5.1.1 Participation, and the Practices of 'care', confession and 'visibilization'
5.1.2 Role of language within the programmes
5.1.3 Modulation of body rhythm, mood and behaviour
6. Curricular Agendas, Classroom Transactions and Social
Reproduction of Youth Identities
6.0 Classroom agendas and the reconstruction of youth selves
6.1 Meeting the expectations of schools
6.2 Meeting the ends of donors and funders
6.3 Meeting the middle-class vision of development
6.4 Meeting the patriarchal expectations of society
6.5 The entrepreneurial self: Educated but de-skilled and malleable
7. Cultural Disconnects and Youth Formations through Enterprise
and Social Reproduction
7.0 Field Realities and the Outcomes of LSE Programmes
7.0.1 Students' account of LSE
7.0.2 LSE and the affordances of better education
7.0.3 Facilitators and the production of a new professional status
7.0.4 'Managers' and the production of 'distinction'
8. Psycho-regulation Programmes and 'Strategic Opportunizinf': Theorizing
the Posiibilities Youth Identity Formations
8.0 Local Contexts, Global Discourses and 'Cultural Disconnects': Understanding the Responses to Psychosocial Interventions
8.1 LSE and Middle Class Cultural Capital
8.1.1 The Teacher Training Programme by IP
8.1.2 Lava Pit and fissures within team dynamics
8.2 Class, Self and Habitus
8.3 Governmentality, Power and the Possibilities for Resistance
8.4 'Strategic Opportunism' and the (Re)Production of Youth Identities
9. Conclusion
9.0 Developmentalism and Education
9.1 Youth Aspirations, Appropriations and Resistances
9.2 Alternative Posiibilities and Social Transformation through LSE Programmes
