Adolescence: A useful concept for this millennium

Bahr, Nanette and Pendergast, Donna (2006) Adolescence: A useful concept for this millennium. Curriculum Perspectives, 26 1: 67-73.

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Author Bahr, Nanette
Pendergast, Donna
Title Adolescence: A useful concept for this millennium
Journal name Curriculum Perspectives  (ERA 2012 Listed)    (ERA 2010 Rank B)   Check publisher's open access policy
Publication date 2006-01-01
Volume number 26
Issue number 1
ISSN 0159-7868
Start page 67
End page 73
Total pages 7
Editor Colin J. Marsh
Place of publication Perth
Publisher Murdoch University
Collection year 2006
Language eng
Subject C1
330199 Education Studies not elsewhere classified
749999 Education and training not elsewhere classified
330206 Curriculum Theory and Development
330300 Professional Development of Teachers
330302 Teacher Education - Primary
Abstract ‘Adolescence’ has become increasingly recognised as a nebulous concept. Previous conceptualisations of adolescence have adopted a ‘deficit’ view, regarding teenagers as ‘unfinished’ adults. The deficit view of adolescence is highly problematic in an era where adulthood itself is difficult to define. The terms ‘kidult’ or ‘adultescent’ have emerged to describe adult-age people whose interests and priorities match those of their teenage counterparts. Rather than relying on ‘lock-step’ models of physical, cognitive and social growth put forward by developmental psychology, adolescence can be more usefully defined by looking at the common experiences of people in their teenage years. Common experiences arise at an institutional level; for example, all adolescents are treated as the same by legal and education systems. The transition from primary to secondary schooling is a milestone for all children, exposing them to a new type of educational environment. Shared experiences also arise from generational factors. Today’s adolescents belong to the millennial generation, characterised by technological competence, global perspectives, high susceptibility to media influence, individualisation and rapid interactions. This generation focuses on teamwork, achievement, modesty and good conduct, and has great potential for significant collective accomplishments. These generational factors challenge educators to provide relevant learning experiences for today’s students. Many classrooms still utilise textbook-based pedagogy more suited to previous generations, resulting in disengagement among millennial students. Curriculum content must also be tailored to generational needs. The rapid pace of change, as well as the fluidity of identity created by dissolving geographical and vocational boundaries, mean that the millennial generation will need more than a fixed set of skills and knowledge to enter adulthood. Teachers must enable their students to think like ‘expert novices’, adept at assimilating new concepts in depth and prepared to engage in lifelong learning.
Keyword Adolescents
Middle schooling
Q-Index Code C1

 
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Created: Wed, 15 Aug 2007, 10:07:24 EST