Jeunesse: Young People, Texts, Cultures <p><em>Jeunesse: Young People, Texts, Cultures</em> is an interdisciplinary, refereed academic journal whose mandate is to publish research on, and to provide a forum for discussion about cultural productions for, by, and about young people. Our scope is international; while we have a special interest in Canada, we welcome submissions concerning all areas and cultures. We are especially interested in the cultural functions and representations of “the child.” This can include children’s and young adult literature and media; young people’s material culture, including toys; digital culture and young people; historical and contemporary constructions, functions, and roles of “the child” and adolescents; and literature, art, and films by children and young adults. We welcome articles in both English and French. <em>Jeunesse</em> was formerly <em><a href="">Canadian Children's Literature/Littérature canadienne pour la jeunesse</a></em>.</p> en-US (Heather Snell) (Lauren Bosc, Managing Editor) Mon, 07 Jan 2019 00:00:00 -0600 OJS 60 Masthead Lauren Bosc ##submission.copyrightStatement## Mon, 07 Jan 2019 15:26:26 -0600 Table of Contents Lauren Bosc ##submission.copyrightStatement## Mon, 07 Jan 2019 15:28:49 -0600 Tiny Rebellions: Making Young People’s Voices Audible Jennifer Harrison ##submission.copyrightStatement## Mon, 07 Jan 2019 15:13:05 -0600 Teaching Critical Visual Literacies through #Selfies <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This qualitative, ethnographic case study investigated the use of selfies in the development of middle school students’ critical visual literacy skills in the digital age. The data collected included the students’ selfies and the video/ photo recordings of the students during their selfie creation and analysis processes. Data was coded thematically (Charmaz) and analyzed using critical visual methods discussed in Rose’s <em>An Introduction to the Interpretation of Visual Materials</em> and also using visual narrative analysis (Riessman), with a focus on creative production, community sharing, and critical deconstruction. Findings from the study indicate that a lesson on selfies can encourage reflection, critical thinking, and effective communication—twenty-first-century skills and competencies.</p> </div> </div> </div> Janette Hughes, Laura Morrison ##submission.copyrightStatement## Mon, 07 Jan 2019 00:00:00 -0600 Considering the Transnational Cultures and Texts of Canadian Youth <p>Introduction to the Special Section</p> Samantha Cutrara ##submission.copyrightStatement## Mon, 07 Jan 2019 00:00:00 -0600 “International Friendliness” and Canadian Identities: Transnational Tensions in Canadian Junior Red Cross Texts, 1919-1939 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>As the youth wing of the Canadian Red Cross Society, the Junior Red Cross (JRC) program of the 1920s and 1930s aimed to teach school-aged children and youth habits of good health, good citizenship, and service to others. Inspired by a transnational ethic of humanitarianism, the program tried to build international ties of friendship between JRC members in Canada and those elsewhere, while shaping Canadian Juniors in a particular mould of national citizenship. Through an examination of adult and child contributions to the national JRC magazine, and the portfolios Juniors created to send overseas, this article explores the tensions inherent in the national and transnational lessons conveyed by adult JRC leaders as well as the ways young Canadians embraced, modified, or rejected those perspectives.</p> </div> </div> </div> Sarah Glassford ##submission.copyrightStatement## Mon, 07 Jan 2019 15:17:56 -0600 Plurilingualism and Transnational Identities in a Francophone Minority Classroom <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>In francophone minority schools in British Columbia, Canada, significant numbers of students are plurilingual. In this paper, I explore their attempts to negotiate transnational identities in a grade six classroom. Plurilingual students may use different resources to negotiate subject positions, but I focus on how one student, Alexandra—an eleven-year-old plurilingual student who spoke French, English, and Polish—used her linguistic and cultural resources to negotiate subject positions as transnational. My analysis showed that Alexandra’s subject positions as transnational were not accepted or valorized as legitimate.</p> </div> </div> </div> Geneviève Brisson ##submission.copyrightStatement## Mon, 07 Jan 2019 15:20:54 -0600 Youth-Engaged Art-Based Research in Cape Breton: Transcending Nations, Boundaries and Identities <p>In 2017, in conjunction with celebrations of 150 years of Canadian Confederation and with funding from government programs, young people from across Cape Breton Island were invited to participate in a performance creation project to explore narratives and experiences of migration and encounter. Youth (ranging in age from 7 to 19) from disparate communities, including Membertou Mic’maq Reserve, Chéticamp (an Acadian, Francophone community), Étoile de l’Acadie (a French immersion community in Sydney), and Whitney Pier (a community of immigrant cultures, primarily from Barbados, Italy, Newfoundland, Poland, Croatia and Ukraine) all met in their own communities. They listened to elders discuss their own experiences of migration and encounter, and then responded by creating new performance pieces grounded in song, dance, film (including new technologies such as virtual reality and 360 degree cameras), spoken word and story. They will come together on October 22nd to share their creative work with one another and with public audiences. I propose an examination of issues that arose during the creative process, and young participants’ post-process reflections, according to each of the ways in which Vertovec (1999) has identified transnationalism. Interpretations of the Cape Breton youths’ own senses of rooted place is positioned in relation to transnational experiences present within their communities. These young people’s expressions of the local (for example, Acadian step dance and Mi’kmaq drumming) morphs into expressions of the transnational (for example, hip hop and pop music production); musical expressions use so-called traditional instruments (bag pipes or hand drums), and also use DJ mixing techniques, djembe, Acadian folk music, and Elvis. Problematizing assumptions about what it is to be a Cape Bretoner, and interrogating how migration and resulting encounter have shaped how these young people choose to express themselves, this paper examines how these young people simultaneously express and contest transnationalism.</p> Marcia Ostashewski, Heather Fitzsimmons Frey, Shaylene Johnson ##submission.copyrightStatement## Mon, 07 Jan 2019 15:17:07 -0600 Anarchist Youth in Rural Canada: Technology, Resistance, and the Navigation of Space <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>How do young people navigate the intersections of transnational forms of technology and local political organizing? This ethnographic research asks how anarchist, activist youth in rural Canada are constructing politically meaningful spaces both online and offline. I think closely on the creation of, and play with, physical, symbolic, and social boundaries and texts (through online forums and the creation of zines), as well as how physical and online activism networks were created outside urban centres. In addition to analyzing the different strategies these youth mobilized to express their political identities and activism, both in rural Canada and within different online forums, I explore in particular how anarchist youth create and maintain global networks in reaction to their experiences of social, economic, and political precarity in national and transnational climates.</p> </div> </div> </div> Jayne Malenfant ##submission.copyrightStatement## Mon, 07 Jan 2019 15:19:13 -0600 Suspicion and Collaboration: Modes of Scholarly Reading <p>Review of:</p> <p>Robinson, Shirleene, and Simon Sleight, eds. <em>Children, Childhood and Youth in the British World</em>. Palgrave Macmillan, 2016.</p> <p>Wojcik, Pamela Robertson. <em>Fantasies of Neglect: Imagining the Urban Child in American Film and Fiction.</em> Rutgers UP, 2016.</p> Mavis Reimer ##submission.copyrightStatement## Mon, 07 Jan 2019 15:14:53 -0600 Children's Literature and the Classics <p>Review of:</p> <p>Hodkinson, Owen, and Lovatt, Helen, editors.&nbsp;<em>Classical Reception and Children's Literature: Greece, Rome and Childhood Transformation.&nbsp;</em>I.B. Tauris, 2018.</p> Mark Golden ##submission.copyrightStatement## Mon, 07 Jan 2019 15:16:19 -0600 Representing Childhoods through Comics <p>Review of:</p> <p>Heimermann, Mark, and Brittany Tullis, editors. <em>Picturing Childhood: Youth in Transnational Comics</em>. U Texas P, 2017.</p> Anuja Madan ##submission.copyrightStatement## Mon, 07 Jan 2019 15:23:18 -0600 The Child’s Place in Pop Music <p>Review of:</p> <p>Rekret, Paul. <em>Down with Childhood: Pop Music and the Crisis of Innocence</em>. Repeater, 2017.</p> Larissa Wodtke ##submission.copyrightStatement## Mon, 07 Jan 2019 15:15:36 -0600 About <em>Jeunesse</em> Lauren Bosc ##submission.copyrightStatement## Mon, 07 Jan 2019 15:31:00 -0600