ADOLESCENCE AND DEVELOPMENT-IN-TIME
DOI:
https://doi.org/10.7322/jhgd.39670Keywords:
adolescence, temporalization, panoptical time.Abstract
The modern age is deemed by time, by a temporalization of experience, that is, an understanding that events and change are meaningful in their occurrence in and through time.Millenial, evolutionary, and individual life narratives share such temporalizations with an emphasis on the endings. But not all times are the same. I examine conceptions of adolescence as partaking of panoptical time, a condensed, commodified time built upon global hierarchies of gender, race, and class. and understood at a glance as natural. Panoptical time emphasizes the endings toward which youth are to progress and places individual adolescents into a sociocultural narrative that demands “mastery” without movement or effect. In these ways I interrogate the developmentintime episteme through which adolescents are known, consumed, and governed. (First part)
References
Alexander RM. The “girl problem: ”Female sexual delinquency in New York, Ithaca & London: Cornell University Press; 1995.
Baker B. “Childhood” in the emergence and spread of U. S. public schools. In: TS. Popkewitz, M. Brennan (Eds.). Foucault s challenge: Discourse, power and knowledge in education. (pp.117-143). New York: Teachers College Press;1998.
Bederman G. Manliness and civilization: A cultural history of gender and race in the United States, 1880-1917. Chicago: University of Chicago Press;1995.
Bender J, Wellbery DE. Introduction. In: J. Bender, D. E.Wellbery (Eds.). Chronotypes: The construction of time (pp. 1-18). Stanford, CA: Stanford University Press; 1991.
Dawson GE. A study in youthful gene racy. The Pedagogical Seminary. 1986;4(2):221-258.
Erikson EH. (1950/1985). Childhood and society. New York & London: WW. Norton &Co.
Erikson EH. Identity: Youth and crisis. New York: W.W. Norton & Co; 1968.
Fabian J. Time and the other: How anthropology makes its object. New York: Columbia University Press; 1983.
Fabian J. Of dogs alive, birds dead, and time to tell a story. In: J. Bender, DE.Wellbery (Eds.), Chronotypes. The construction of time (pp.185-204). Stanford, CA: Stanford University Press; 1991.
Feldman SS, Elliott GR. At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press; 1990.
Foucault M. The order of things: Anarchaelogy of the human sciences. New York: Vintage Books; 1973.
Foucault M. Discipline and punish: The birth of the prison. Trans. by A. Sheridan. New York: Vintage Books; 1979.
Gould SJ. Ontogeny and phylogeny. Cambridge, MA: The Bellknap Press;1977.
Hacking I. How should we do the history of statistics? In: G. Burchell, C.Gordon, P. Miller (Eds.), The Foucault effect: Studies in govern mentality (pp. 81-196). Chicago: University of Chicago Press; 1991.
Horn DG. (1995). This norm which is not one: Reading the female body in Lombroso’s anthropology. In: J. Terry, J. Urla (Eds.). Deviant bodies: Critical perspectives on difference in science and popular culture(pp.109128). Bloomington: Indiana University Press; 1995.
Koselleck R. Futures past: On the semantics of historical time. Trans. Keith Tribe. Cambridge & London: MIT Press; 1985.
Landes D. Revolution in time: Clocks and the making of the modern world. Cambridge, MA: Belknap Press; 1983.
Lesko N. The social construction of the problem of teen age pregnancy’. In: RA Martusewicz, WM Reynolds(Eds.), Inside/out: Contemporary critical perspectives in education. (pp. 139-150). New York: St. Martin’s Press; 1994.
Lesko N. Past, present, and future conceptions of adolescents. Educational Theory. 1996;46(4):453-472.
Lesko N. Before their time: Social age, reproductive rights, and school-aged mothers. In: S. Books (Ed.), Neither seen nor heard: Invisible children in the society and its schools (pp. 101-131). NJ: Lawrence Erlbaum Publishers; 1997.
Lowe DM. History of bourgeois perception. Chicago: University of Chicago Press; 1982.
Mcclintock A. Imperial leather: Race, gender and sexuality in the colonial contest. New York & London: Routledge; 1995.
Passerini L. Youth as a metaphor for social change: Fascist Italy and America in the 1950s. In: G. Levi & J. Schmitt (Eds.), A history of young people in the west. Vol. 2 (pp.281-342). Cambridge, MA: Belknap Press; 1997.
Stoler AL. Race and the education of desire: Foucault s History of Sexuality and the colonial order of things. Durham, NC: Duke University Press; 1995.
Terry J. Anxious slippages between “us” and “them”: A brief history of the scientific search for homosexual bodies. In: J.Terry , J. Urla (Eds.), Deviant bodies: Critical perspectives on difference in science and popular culture (pp.129-169).Bloomington, IN: Indiana University Press; 1995.
Toulmin S, Goodfield J. The discovery of time. New York: Harper & Row Publishers; 1965.
Walkerdine V. Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. In: J. Henriques W, Hollway C, Urwin C, Venn, V Walkerdine,(Eds.). Changing the subject: Psychology, social regulation, and subjectivity (pp. 153-202). London & New York: Methuen; 1984.
Walkerdine V. Schoolgirlf ctions.London & New York: Verso; 1990.
Downloads
Published
Issue
Section
License
CODE OF CONDUCT FOR JOURNAL PUBLISHERS
Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:
- Follow this code, and encourage the editors they work with to follow the COPE Code of Conduct for Journal Edi- tors (http://publicationethics.org/files/u2/New_Code.pdf)
- Ensure the editors and journals they work with are aware of what their membership of COPE provides and en- tails
- Provide reasonable practical support to editors so that they can follow the COPE Code of Conduct for Journal Editors (http://publicationethics.org/files/u2/New_Code.pdf_)
Publishers should:
- Define the relationship between publisher, editor and other parties in a contract
- Respect privacy (for example, for research participants, for authors, for peer reviewers)
- Protect intellectual property and copyright
- Foster editorial independence
Publishers should work with journal editors to:
- Set journal policies appropriately and aim to meet those policies, particularly with respect to:
– Editorial independence
– Research ethics, including confidentiality, consent, and the special requirements for human and animal research
– Authorship
– Transparency and integrity (for example, conflicts of interest, research funding, reporting standards
– Peer review and the role of the editorial team beyond that of the journal editor
– Appeals and complaints
- Communicate journal policies (for example, to authors, readers, peer reviewers)
- Review journal policies periodically, particularly with respect to new recommendations from the COPE
- Code of Conduct for Editors and the COPE Best Practice Guidelines
- Maintain the integrity of the academic record
- Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
- Publish corrections, clarifications, and retractions
- Publish content on a timely basis
