Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-05T23:22:43.991Z Has data issue: false hasContentIssue false

6 - A New Identity, A New Lifestyle

Published online by Cambridge University Press:  08 January 2010

By
Karsten Hundeide
Edited by
Anne-Nelly Perret-Clermont ,
Clotilde Pontecorvo ,
Lauren B. Resnick ,
Tania Zittoun  and
Barbara Burge
Karsten Hundeide
Affiliation:
Psykologisk Institutt, Universitetet I Oslo, Oslo, Norway
Anne-Nelly Perret-Clermont
Affiliation:
Université de Neuchâtel, Switzerland
Clotilde Pontecorvo
Affiliation:
Università degli Studi di Roma 'La Sapienza', Italy
Lauren B. Resnick
Affiliation:
University of Pittsburgh
Tania Zittoun
Affiliation:
Université de Neuchâtel, Switzerland
Barbara Burge
Affiliation:
University of Pittsburgh
Get access

Summary

Why arze good people unable to achieve for good what bad people can achieve for bad?

Tolstoy

It is tempting to raise the same question when it comes to intervention in relation to teenagers and other youngsters who have developed a negative and delinquent lifestyle: Why are parents, educators, and social workers unable to achieve for good that which extreme youth movements seem to be able to achieve, sometimes for bad? Why do youngsters who are either unable to accept or opposed to normal codes of conduct and order sometimes become converts or get “snapped” into some extreme youth movement or sect where they seem to adapt and accept codes of conduct that can be far more demanding than the civil code they rejected earlier? Why are some of these movements successful in catching such youngsters psychologically, whereas the professional social and legal support systems very often seem to fail?

Some Examples of New Counterculture Youth Movements

What can we learn from studying these youth organizations? What do they offer that the professional social and educational support systems do not? Before proceeding, let us look at an example of what an insider of the house-culture reports on what is special about house parties:

It is where the music functions best, the atmosphere is highest, where sound and light together create a massive feeling of energy…. You do not need to invite anybody for dancing because everybody dances; it does not matter who you are or how you look, the important thing is that we all join in….[…]

Type
Chapter
Information
Joining Society
Social Interaction and Learning in Adolescence and Youth
 , pp. 86 - 108
Publisher: Cambridge University Press
Print publication year: 2003

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aho, J. A. (1994). This thing of darkness: A sociology of the enemy. Seattle: University of Washington Press
Arnheim, R. (1986). New essays on psychology of art. Berkeley: University of California Press
Bakhtin, M. M., & Holquist, M. (1981). Dialogic imagination: Four essays. Austin: University of Texas Press
Bannister, D., & Fransella, F. (1986). Inquiring man. Harmondsworth, England: Penguin Books
Barth, F. (1966). Models of social organizations (Occasional paper 23). London: Royal Anthropological Institute
Becker, H. J. (1966). Outsiders. Studies in the sociology of deviance. New York: Free Press
Berger, P., Berger, B., & Kellner, H. (1974). The homeless mind. London: Penguin Education
Berger, P., & Luckman, T. (1967). The social construction of reality. Garden City, NY: Doubleday
Bj⊘rnebekk, R. (1997). Violence, identity and the media. Lecture. Oslo: University of Oslo, Institute of Psychology
Bj⊘rgo, T. (1997). Racist and right-wing violence in Scandinavia: Patterns, perpetrators and responses. Unpublished doctoral dissertation, University of Leiden, the Netherlands
Braaten, S. (1981). Modeller av menneske og samfunn [Models of man and society]. Oslo: Universitetsforlaget
Bronfenbrenner, U. (1975). The origins of alienation. Scientific American, 231(2), 53–61CrossRefGoogle Scholar
Conway, F., & Sigelman, J. (1978). Snapping: America's epidemic of sudden personality change. Philadelphia: Lippincot
Fangen, K. (1995). Skinheads ⅰ r⊘dt, hvitt og blått. En sosiologisk studie fra “innsiden” [Skinheads in red, white and blue. A sociological study]. Report UNGforsk, 4. Oslo: Program for ungdomsforskning, Norges forskningsråd
Festinger, H. (1957). A theory of cognitive dissonance. Palo Alto, CA: Stanford University Press
Giddens, A. (1991). Modernity and self-identity. Cambridge: Polity Press
Goffman, E. (1968). Stigma: Notes on the management of spoiled identity. Harmondsworth, England: Penguin Books
Goffman, E. (1974). Frame analysis. New York: Harper & Row
Goodnow, J. (1992) Personal communication. Lecture. Bergen: University of Bergen
Grimshei, C. (1997). Notat om house-kultur og samfunnets premisser: media, pillekultur, urbanitet og identitet [Note on house-culture and society: Media, drugs and urbanity]. Oslo: University of Oslo, Institute of Psychology
Hundeide, K. (1989). Barns livsverden [Children's lifeworlds]. Oslo: Cappelen Forlag
Hundeide, K. (1991). Helping disadvantaged children. London: Jessica Kingsley
Hundeide, K. (1999). Becoming a committed nun. Unpublished paper. Oslo: University of Oslo, Institute of Psychology
Hundeide, K. (2001). Reactivation of cultural mediational practices. Psychology and Developing Societies, 13(1), 1–24CrossRefGoogle Scholar
Hundeide, K., & Setiono, K. (1995). Psycho-social intervention in two poor communities in the Bandung area. Unpublished paper. Oslo: University of Oslo, Institute of Psychology
Jamieson, A. (1989). Heart attacked: Terrorism and conflict in the Italian state. London: Marion Boyars
Pilarzyk, T. (1983). Conversion and alienation processes in youth culture: A comparative analysis of religious transformations. In D. G. Bromley & J. T. Richardson (Eds.), The brainwashing/deprogramming controversy: Sociological, psychological, legal and historical perspectives (pp. 61–62). New York: Edwin Mellen
Robins, L. N., & Rutter, M. (1990). Straight and devious pathways from childhood to adulthood. cambridge: Cambridge University Press
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press
Rommetveit, R. (1974). On message structure. London: Wiley
Rutter, M., & Madge, N. (1976). Cycles of disadvantage. London: Heineman Educational Books
Rydin, I. (1996). Making sense of TV-narratives. Unpublished doctoral dissertation. Link⊘ping: Link⊘ping University, Sweden
Sarbin, T. R. (Ed.). (1986). Narrative psychology: The storied nature of human conduct. New York: Praeger
Staub, E. (1989). The roots of evil. cambridge: Cambridge University Press
Staub, E. (1998). Conditions releasing cruel actions. Lecture. Oslo: University of Oslo
Stryker, S., & Serpe, R. (1994). Commitment, identity salience and role behaviour. In W. Ickes & E. Knowles (Eds.), Personality, roles and social behaviour (pp. 149–150). New York: Springer-Verlag
Tajfel, H. (1982). Social identity and intergroup relations. cambridge: Cambridge University Press
Turner, J. C., Oakes, P. J., Haslam, S. A., & McGarty, C. (1994). Self and collective: Cognition and social context. Personality and Social Psychology Bulletin, 20, 454–463CrossRefGoogle Scholar
Vittachi, A. (1990). Stolen childhood: In search of the rights of the child. Cambridge: Polity Press
Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×