GECOW

Studies

Have a new way of thinking

Build relationships with others

Theories are not universal

Global South

Northern Youth

Resolution

Disadvantage

Southern Youth

Moving on to study-related approaches, we have Subaltern studies, Decolonial Theory, and Southern Theory. The subaltern studies discuss how concepts, contexts, and theories can change depending on where they are used. It states that places and things have different circumstances to deal with, so the meaning one has for a certain place may have a different meaning in somewhere else. This is related to Decolonial Theory, which states that where someone or something is produced has an impact on the values they are attempting to convey. As stated in the article, "I am where I think," we are shaped by the societies and policies we grew up in, and even if unconsciously, we apply it to the things we do. lastly, the Southern theory tells us that where we apply our theory, or even where we are, matters. According to it, 'the place matters,' meaning that the knowledge or idea we are attempting to conceive should focus on that location, and that we should consider the societies, cultures, and so on that exist in that area. In order to disentangle, decenter, and democratize the field of youth study there are a couple of things we need to do. First is to remember that not all theories are universally applied, that we should consider certain things and make revisions in order for a theory to be more accurate for some. Next, we need to build relationships, make alliances so that there would be a representative for those people whose voices are not heard. And lastly, the way of thinking that WENA is the center of all knowledge should be halted or stopped. We should focus the spotlight not only to the studies coming from there but to also the ones coming from the South and other places in the world.

The dynamic systems approach is more closely related to the paradigm of positivist research that measures the structure of adolescent learning (based on the idea that the best way to understand human behavior is observation and reason). The dynamics system approach should be more flexible and may need to take the southern situation into account. Risk must be understood in a way that young people can interpret according to the scale of their conditions. They often have to take risks due to environmental conditions rather than personal shortcomings. Further studies in the southern context are needed to better define these human-environment interactions, particularly in socio-historical contexts.

Youth in the global South are widely recognized as 'deficient,' associated with poverty, criminality, and dependency, that also gives rise to repressive policy decisions. Northern studies are introduced to the south in order to find solutions to the countries' various norms. Under the youth study is first, the socio-cultural approach which demonstrates connections between culture, social structure, and how young people make sense of and adapt to their socio-historical situations which the global south pays lesser attention. In result, the southern youth became stuck in a complicated waiting phase of childhood and adulthood with only limited resources at hand. Therefore, the socio-cultural approach to youth research takes seriously what young people say about their lives and the socio-political context in which they live and requires further research, revisions and radical translations.

Environmental

Violent

Subaltern

Limited Resources

Negative Outlook

Dynamic System

Youth

Southern

Decolonial

Restrained

Independent

Dominators

Qualities

Qualities

Free

Subjective

Applicability

Created By: Bruto, Marwin Charles; Ebron, Cjie; Haplos, Janna Bianca; Lanic, Carmela Eunice; Limsa, Denzel, Nicodemus, Carlo George

There are many ways as to how we divide our world, and one of those is what we call the Global Divide, the division of the world in the Global North and Global South. Global North pertains to the 1st and 2nd world countries, who are economically and politically stable and wealthy in knowledge despite having lesser population than the other. The northern youth's philosophical manifestation made them become the dominators of youth studies. To this way of thinking, they became more independent and restrained in addressing risk and being known in their specific sub-cultures. On the other hand, all those classified as 3rd world countries are part of the global south. It is said that 89% of their youth population are experiencing difficulties in securing their livelihood and are not yet ready to face adulthood. Southern youth are defined as "subjectivities in the making"; where individuals build good relationship in the rules and practices they are obligated to do. The youth can freely choose what social roles are they going to experiment with (Erikson 1968). Contrary to this, the movements done by the youth violently opposed the politics became very disruptive . Some movements have taken the shape of political protest and radical attempts to push the boundaries of normative systems through religious conversions and other undertakings that combine social reform with personal development.

Global Divide

Socio-cultural

Global North

Global Divide