[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593433-105":59,"doc-detail-593433-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","youth-and-the-critical-agenda-negotiating-contradictory-discourses","Youth and the Critical Agenda - Negotiating Contradictory Discourses","","Syllabus and policy documents across many regions, including Queensland, rely on an emancipatory agenda centered on social justice principles, requiring educators to teach through critical theory. The article examines youth discourses legitimized by young people for whom emancipation is not a central issue. It questions whether contemporary youth choices advance critical transformation or whether critical pedagogy perpetuates dominant understandings, using a critical poststructuralist lens to interpret performative accounts and multiliterate lives.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/youth-and-the-critical-agenda-negotiating-contradictory-discourses/593433/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/youth-and-the-critical-agenda-negotiating-contradictory-discourses/593433.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What agenda underpins syllabus and policy documents in Queensland and other regions?","Question",{"text":112,"@type":113},"The documents are underpinned by an emancipatory agenda focused on social justice principles, intended to shape civic participation through critical pedagogy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper question contemporary youth choices?",{"text":117,"@type":113},"It asks whether youth are making choices that support the critical transformative cause or whether critical pedagogies simply reinforce dominant understandings.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical approach does the article use to interpret youth accounts?",{"text":121,"@type":113},"It explores and interprets performative accounts of youth and their multiliterate lives within a critical poststructuralist framework.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593433,1792188442,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Youth and the Critical Agenda: Negotiating Contradictory Discourses  \nMary Ryan  \nQueensland University of Technology  \nAbstract  \nSyllabus and policy documents in many states and countries around the world, and more specifically in Queensland are underpinned by an emancipatory agenda, in particular the principles of social justice. Educators are called upon to achieve this through a pedagogy which is immersed in the language of critical theory.  \nTwo elements that underpin emancipatory politics, that is, a transformative attitude towards the future, and the aim of overcoming the illegitimate domination of some individuals or groups by others, seem to be unobtainable within a choice generation, with its focus on lifestyle and consumerism. This paper focuses on the discourses of youth that are legitimated through the accounts of young people for whom emancipation is not a key issue. Such students may achieve the syllabus outcomes related to the critical agenda, yet it begs the question: Are contemporary youth making choices that further the critical transformative cause, or are our critical pedagogies simply serving to perpetuate dominant understandings? This paper explores and interprets performative accounts of youth and their multiliterate lives, within a critical poststructuralist framework.  \nIntroduction  \nLife is characterised by instability and change for youth in contemporary, globalised society. New meanings for old words, the creation of hybrid texts, hybrid languages and communication forms, and explorations into the electronic and digital world, are some of the ways that youth create evolving discourse communities. Additionally, intersecting influences of family, popular culture, schooling and society for young people often involves negotiating multiple contradictory choices. Within this globalised context, schools compete as a sphere of influence over the civic choicesand practices of young people. Thus, many states or provinces across the world, including within Australia, New Zealand, Canada, UK and the US have, at different  \nThe Australian Educational Researcher, Volume 35, Number 2, August 2008 •71  \nMARY RYAN  \ntimes, developed syllabus or curriculum documents underpinned by an emancipatory agenda. Such an agenda particularly promotes three common principles of social justice which, for example in Queensland Australia, are referred to as diversity, equity and supportive environments. Such principles are outlined in a way that encourages active, informed civic participation.  \nThis article explores the impact of this agenda on a small group of white, middle class, 16 year-old students in a Queensland (Australia) school which has a wellknown reputation in the local educational community for enacting these emancipatory syllabi through critical pedagogy. First, I outline some of the direct and indirect (often contradictory) influences on these young people, including popular culture, schooling and societal issues. I then explain the focus and methodology of the research project which has informed this article and provide evidence to show that these young people are able to use sophisticated language to discuss and critique social issues and texts however, they are not quite so prepared to problematise their own investments or practices. Finally, I suggest that the critical agenda would benefit from a poststructural turn, which acknowledges complexity and asks students to explore the multiple options available to them; the possible outcomes or impact on self or others that particular choices may have; and the processes of subjectification (or shaping of identities) that have influenced their decisions and actions so far.  \nYouth and its Multiliterate Culture  \nYoung people today are growing up in a world that is characterised by change, new technologies, globalisation and turbulence. Frequent intercultural interactions with a wide variety of multimodal, multimedia and hybrid texts for various personal, social, sc","cbCaiqnIR2tWcki1","https://ap.wps.com/l/cbCaiqnIR2tWcki1","pdf",153198,18,"English","# Abstract\n# Introduction\n# Youth and its Multiliterate Culture\n# Lived experiences and subjectivities: Plaisir vs Jouissance","[{\"question\":\"What agenda underpins syllabus and policy documents in Queensland and other regions?\",\"answer\":\"The documents are underpinned by an emancipatory agenda focused on social justice principles, intended to shape civic participation through critical pedagogy.\"},{\"question\":\"Why does the paper question contemporary youth choices?\",\"answer\":\"It asks whether youth are making choices that support the critical transformative cause or whether critical pedagogies simply reinforce dominant understandings.\"},{\"question\":\"What theoretical approach does the article use to interpret youth accounts?\",\"answer\":\"It explores and interprets performative accounts of youth and their multiliterate lives within a critical poststructuralist framework.\"}]","Youth and the Critical Agenda - Negotiating Contradictory Discourses | PDF",1792077252,45]