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In recent years, the 'sexualisation of childhood' has moved into the centre ground of public policy and debate internationally, despite the conceptual confusions and inadequate evidence surrounding the processes denoted by the term. This paper focuses primarily on the most recent of several UK government‐commissioned reviews and reports, the Bailey Review of 2011, warning that its proposals may amplify the voices of organised campaign groups at the expense of young people's, potentially damaging their rights to sexual self‐expression and information. In addition, however, it argues that we should attend to how the Review delineates boundaries between the personal, the social and the political and between the public and private, to understand the kind of contract between state and citizen that policy on 'sexualisation' attempts to put in place.

Concepts of school 'ethos' or 'culture' have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently 'military' models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as 'considerate, convivial and capacious' school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures.

This book is open access and available on www.bloomsburycollections.com. It is funded by the University of Sussex, UK. How can we know about children's everyday lives in a digitally saturated world? What is it like to grow up in and through new media? What happens between the ages of 7 and 15 and does it make sense to think of maturation as mediated? These questions are explored in this innovative book, which synthesizes empirical documentation of children's everyday lives with discussions of key theoretical and methodological concepts to provide a unique guide to researching childhood and youth. Researching Everyday Childhoods begins by asking what recent 'post-empirical' and 'post-digital' frameworks can offer researchers of children and young people's lives, particularly in researching and theorising how the digital remakes childhood and youth. The key ideas of time, technology and documentation are then introduced and are woven throughout the book's chapters. Research-led, the book is informed by two state of the art empirical studies – 'Face 2 Face' and 'Curating Childhoods' – and links to a dynamic multimedia archive generated by the studies.

This book explores the impact of globalisation and new technologies on youth cultures around the world, from the Birmingham School to the youthscapes of South Korea. In a timely reappraisal of youth cultures in contemporary times, this collection profiles the best of new research in youth studies written by leading scholars in the field

This book provides a timely reappraisal of youth cultures in contemporary times. From the Birmingham School to the youthscapes of South Korea, this unique collection explores the impact of globalization and new technologies on youth cultures in contrasting geographic locations. Drawing on international examples of youth cultural formations in the UK, the USA, Russia, Spain, South Korea and India, the book profiles the best of new research in youth studies written by leading scholars in the field. Acknowledging the past to explore the present, the book is a landmark publication in the rich history of research on the expressive cultures of young people, reframing 'resistance' and 'ritual' to offer fresh insights into the meaning and significance of youth cultures on a global stage.

"This article provides a critical overview of the contribution of British Cultural Studies to research on contemporary youth cultures, and some indications of how it should develop in the future. While the early work in this tradition has sometimes been unfairly attacked by subsequent researchers, the approach is in need of some careful reappraisal in the light of recent cultural change. The article argues that the category of 'youth' itself has become increasingly fluid and flexible; that the relations between the global and the local dimensions of youth culture have become more complex and dynamic; and that media - not least digital media - have become increasingly central to youth cultural practices. The article refers to examples of research that address these three areas, and concludes by calling for a more reflexive approach to research methods in the field." (author's abstract)

AbstractThis paper explores the politics and praxis of 'youth voice assemblages' in an exploratory and pARTicipatory research project where 125 young people (aged 11–18) from England, Scotland and Wales shared what and how they are learning about relationships, sex and sexuality. Creative methods enabled us to 'attune' to this learning and generate 'darta' (arts‐based data). We then 'animated' these darta as dartaphacts (creative objects) including films, poetry and education cards. Finally, we 'amplified' these dartaphacts in a face‐to‐face launch event. We argue that a creative ontology of 'youth voice' is imperative to develop more relevant, responsive and ethical sexuality and relationships education.