On Cultural Identity of Youth in Modem China

当代中国青年的文化认同问题，可以从历史的、社会的、心理的等多维视野和知识学架构来把握。青年事实性文化认同中的差异和矛盾以及建构性认同中的关系性特征是当前青年文化的重要议题，当代中国的青年文化认同是多层次、多维度的，并不存在各种青年群体共有的、贯穿诸领域的实质性认同。     

“80后”“90后”青年对社会主义核心价值观的认同——基于代际和阶层比较

代际性和阶层性是当代青年文化的基本特征,"80后""90后"青年对社会主义核心价值观的认同存在代际差异和阶层差异。"80后""90后"青年对国家层面价值观最认同富强,对社会层面价值观最追求自由,对个人层面价值观最注重诚信。在代际差异上,"90后"更向往自由等后物质主义价值观,"80后"更看重富强和法治,并且"90后"的内部异质性大于"80后"。在阶层差异上,富裕家庭青年最认同文明、自由和法治,中产阶层家庭青年最认同民主,城市贫困家庭青年最认同平等和公正,外来务工青年最认同富强、文明和和谐,体现出不同阶层青年在物质和精神追求上存在较大差异。     

自反性青年亚文化——青年文化的空间属性与情感转向

“青年文化”具有“亚文化”属性,不仅仅指“青春叛逆”这一特质,在新媒体时代更涉及到“网络媒介”对“青年文化”的形塑。通过当代大学生阅读调查、网络使用习惯调查以及实际社交状况的深描,探讨青年群体在虚拟空间与现实空间中不同的身份表达,可以发现当下“赛博空间”中的青年自我表征与现实身份认同的关系具有“自反性”,一方面“次元壁”的区隔显示出青年身份认同的焦虑,另一方面从“网络—现实”空间的二元对立中又生产出身份认同的路径,即通过“自我对抗”最终生产出青年的主体性。     

青年文化建设与大学生政治认同

青年文化对大学生的政治认同有很大的影响。青年文化中的消费文化、网络文化、浅阅读文化潜伏着削弱大学生政治认同的因素。因此,要以社会主义核心价值引导青年文化建设,形成建设青年文化的合力,遵循青年文化建设中的客观规律,有效提升大学生的政治认同。     

“奥运热”与中国青年的民族认同

"五四"以来,伴随传统文化的式微,全球化背景下的消费主义裹挟着西方文化模式削弱了中国青年的民族认同.本文认为2008北京"奥运会"为唤醒中国青年的民族认同提供了一个历史性的契机:挖掘和传播具有普适性和现代性的传统文化,以及动员青年人将中华民族复兴的情怀与日常生活工作中扮演优秀中国人的角色意识紧密关联起来,是强化青年民族认同的两大"迎奥运"活动主题.     

论文化安全视野下青年核心价值观

在全球化和信息化的条件下，当代中国青年在成长的过程中面临着外来多样而复杂的文化的冲击和洗礼，从而会产生所谓的文化安全问题。在文化安全的视野下，当前中国文化传统中的核心价值观情况如何，当代中国青年核心价值观发生的嬗变及其成因必需引起重视。本文认为采取多样化的应对措施，最大程度地实现青年核心价值观的重塑是可行的。     

当代大学生文化自信的价值意义及培养路径

文化自信是大学生成长成才、树立坚定理想信念的基础.在新的时代背景下,文化自信对每一个中华儿女都越来越重要.大学生群体是国家未来发展的主要力量,因此如何培养当代大学生的文化自信更显时代价值.培养当代大学生的文化自信应当植根于中国优秀传统文化,培养青年学生文化自信、文化自觉、文化认同,依托媒体传统功能,建设高校文化课程教育体系,进而提升个体认知能力促进中华传统文化的发展,培养新文化的传承者和接班人.     

说唱音乐:青年思想政治教育的新节拍

随着全球化的迅速发展、时代的进步,青年的思维比以往更加活跃,采取有效措施、发掘新载体来加强和改进青年思想政治教育工作显得尤为重要。音乐文化是培养道德文明和智慧的重要工具之一,近年来说唱音乐受到青年人群的认同和喜爱,已演变为青年文化生活的一部分,逐渐成为影响当代中国青年精神世界的重要元素。发挥说唱音乐的思想政治教育功能,挖掘和实现说唱音乐的思想政治教育价值,增强思想政治教育的感染力和有效性,对于提升青年的思想政治道德品质具有重要的理论和实践意义。     

从学雷锋活动看当代青年人生观

产生于20世纪60年代的雷锋精神,是中国优秀传统文化中的重要组成部分。那么当代青年是如何认识和对待雷锋精神的?笔者通过调查,基本把握了当代青年对雷锋精神和学雷锋活动的认识,折射出他们与时俱进、积极进取的人生观和价值趋向。     

文化适应与身份认同:当代海外华人教会的青年培养

基督教在近代华人的海外移民过程中发挥了重要作用。在当今时代,华人基督教会在海外华人社会中的作用越来越重要,并逐渐承担起青年培养的责任。它们认识到当代华人青年不仅面临着后现代文化及信息科技发展的巨大冲击,还面临着文化适应及身份认同的困惑。海外华人教会人士对华人青年群体的处境有着较清醒认识,并在具体的实践中付之以适切、有效的培养策略,进而完成海外华人亚文化群体及族裔的建构及认同。     

Youth studies in transition: theoretical explorations

In youth studies, a clear distinction is made between theories on youth in transition and theories of youth culture. Whereas theories and research on youth transitions often use quantitative data – (and therefore need to operationalize their ‘variables’) – cultural studies uses various qualitative methods, alongside a more elastic definition of, and conceptual approach to, young people’s socio-material living conditions. The argument made in the present article is that we need a theoretical renewal in youth studies that will enable us to thoroughly explore class, gender and ethnicity in light of the intersections between social and cultural positions. At the same time, we also need to elaborate our conceptual tools to capture contemporary transformations of social identity among youth and in society and culture. The aim is to reintroduce three central concepts in the renewal of youth studies, that of identity, subculture and resistance. Furthermore, it is imperative that connect and create links between these concepts and theories of youth in transition.     

政治社会化与两岸青年交流的动力机制建构

随着两岸关系发展的新进程，两岸青年交流也呈现出常态化、多样化和制度化的趋势，同时也存在着注重形式、交流动力不足等问题。对台湾青年群体政治意向调查显示，“去中国化”教育以及媒体乱象造成的青年认知混乱是当前两岸青年持续合作最主要的障碍。两岸青年交流在一个不断变化的环境中得以持续合作最终取决于两岸青年交流的制度化和理性化，构建文化认同机制、共同参与机制和社会融合机制是未来两岸青年持续合作的动力机制。     

Study on the cultural identity of the Chinese-Indians in Kolkata,Sihui and Toronto

Although the Chinese in Kolkata have preserved their Chinese identity, they have been acculturated by various cultural elements from India. It is this mixture of Chinese and Indian practices that gives them a unique cultural identity. When members of this Chinese community in Kolkata and its vicinity emigrated to Toronto or were forcibly deported to China in the aftermath of the 1962 conflict, they carried with them, both knowingly and unknowingly, some of these Chinese-Indian cultural traits. By focusing on the Chinese-Indians living in different geographical and cultural settings, this essay examines the formation of a Chinese-Indian identity in Kolkata and its preservation by some of those who are now residing in Sihui in China and in Toronto, Canada. It also explains some of the main similarities and differences among the three groups of Chinese-Indians. It concludes with an analysis of cultural identity as it manifests among the Chinese-Indian communities.     

Beyond pain and protection: politics of identity and iban girls in Korea

This study analyzes the complexities in the exploration of iban girls' identities and the various ways how girls appropriate varied sources such as popular culture to examine the heterogeneousness of identity explorations and rethink the politics of identities. Against the tendency in current discourse on homosexual youth in Korea, protection discourse and pain discourse, the notion of identity itself will be critically examined and the girls' agency in destabilizing heteronormativity will be discussed. This study also deals with the appropriation of popular culture by the girls, suggesting that cultural critiques should reveal complex dynamics in concrete experiences. doi:10.1300/J155v10n03_04.     

Post-handover identity: contested cultural bonding between China and Hong Kong

This study examines the formation of Hong Kong identity and its cultural articulation in Chinese identity in the post-handover years. Surveys of Hong Kong identity conducted between 1996 and 2016 demonstrate a set of interlinked yet contradictory findings: (i) the coexistence of both cultural pride in and resistance to cultural icons that represent the Chinese state; (ii) weakening correlations between China and Hong Kong regarding cultural affiliation; and (iii) the growing significance of cultural resistance to China by people who love Hong Kong. The survey results indicate the prevalence of an ambivalent identity in post-handover Hong Kong with regard to the coexistence of opposing attitudes toward Chinese identity. These results provide evidence of the complex cultural bonding between China and Hong Kong in the development of the China–Hong Kong relationship since the handover in 1997.     

Peer cultural socialisation: a resource for minority students’ cultural identity,life satisfaction,and school values

ABSTRACT

This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.     

The Role of Racial Identification,Social Acceptance/Rejection,Social Cognition,and Racial Socialization in Multiracial Youth’s Positive Development

Deficit‐based scholarship has suggested that multiracial youth are maladjusted due to racial identity confusion and social marginality. This paper proposes an integrative model of multiracial youth’s positive development. This model highlights the important role of social cognition in understanding multiracial youth’s development. Drawing on Spencer’s PVEST, developmental research on monoracial and multiracial youth, and the racial socialization literature, I argue that multiracial youth’s perceptions of how their racial identity choices are accepted in their social environment have implications for their adjustment. Serving as developmental resources, parents can attenuate their children’s social perceptual biases or enhance their abilities to cope with actualized negative social experiences by engaging in cultural socialization, preparation for bias, and transmitting race‐related messages that help multiracial children reframe their negative perceptions.     

Examining Two Facets of American Indian Identity: Exposure to Other Cultures and the Influence of Historical Trauma

SUMMARY

Specialized content about factors that influence the cultural identity of Native people must be included within the social work knowledge base to increase practitioners' effectiveness with this population. This article explores some of the factors which shape cultural identity for Native people and the implications of Native cultural identity for social work practice. The authors begin by recounting theoretical perspectives on culture, then report the findings of two studies that examine different factors which impact upon identity. The first study examines the impact of exposure to more than one culture on a sense of identity among Native youth in the Northeastern United States. The second study examines historical trauma and unresolved grief among the Lakota. Implications of multicultural exposure and historical unresolved grief for social work practice with Native people are discussed.     

青年是推动社会进步和托举“中国梦”的重要力量

青年作为一种社会承前启后、富有生命力和创造力的代群,是未来社会的主干,是推动社会进步的重要力量。"中国梦"和青年梦是相辅相成的,青年梦是"中国梦"的一个重要组成部分。青年一代是实现"中国梦"的重要力量,青年对国家认同度上升是实现"中国梦"的基础。中国特色社会主义事业是面向未来的事业,需要一代又一代青年的努力奋斗。实现"中国梦"应将青年优先发展作为国家重要战略。     

中国大众文化发展过程中的青年文化自觉

伴随着大众文化在中国的兴起和发展,中国青年文化经过了由文化迷惘、文化盲从到文化反省、文化自觉的发展过程。社会主义市场经济的发展、社会主义制度优越性的时代体现、红色文化的兴起与民族文化的复兴以及社会主义产业文化的大发展、大繁荣对青年的文化自觉、文化自信、文化选择都有积极的促进作用。