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Youth culture as a context of political learning: How young people politicize amongst each
other
Nicolle Pfaff
Young 2009 17: 167
DOI: 10.1177/110330880901700204
The online version of this article can be found at:
http://you.sagepub.com/content/17/2/167
Published by:
http://www.sagepublications.com
ARTICLE
Young
Nordic Journal of Youth Research
Copyright 2009
SAGE Publications
(Los Angeles, London, New Delhi,
Singapore and Washington DC)
www.sagepublications.com
Vol 17(2): 167189
10.1177/110330880901700204
Abstract
Research on the political socialization of the young currently focuses on the
following life spheres: family, school, media, service institutions, socio-structural
and socio-economic conditions. Studies mainly rely on standardized methods, for
example, reports on elections or youth surveys on political culture. Just as the
voices of adolescents are not heeded, youth culture as youth-specific styles of
music, symbols and values is only rarely taken into account by the current research on political socialization. Based on quantitative and qualitative methods,
this article outlines the importance of youth cultural styles for the development
of civic competencies. In the case of Germany it can be shown that particular
youth cultural styles provide space for the analysis of current social and political
problems and provide chances for young people to take political action.
Keywords
youth culture, political socialization, youth protest, civic education, mixed
methods
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INTRODUCTION
tudying scientific findings on the political culture of youth can give the
impression that democracy has significant problems with its children. In
nearly all western countries, pedagogues, researchers and politicians report
disenchantment with politics and decreasing voter turnout, lack of interest
and participation and violence against the state by excluded and marginalized
groups (see for example, Putnam, 2000; Torney-Purta et al., 2001; Youniss et al.,
2002). Youth research is required to explain the ongoing process of political
socialization and the development of citizenship by the young in democratic
societies. It can also develop and describe methods of civic education and intervention, which help to integrate young people back into the processes of civil
society and politics. Therefore, citizenship, political attitudes and participation once again became a topic of interest to social scientists during the 1990s
(see Forbrig et al., 2005; Torney-Purta et al., 1999; Wallace et al., 2005), and
much research has been done during the last decade, especially in Europe and
Northern America. The results indicate that public institutions such as schools,
social services and the community but also family, the media and politics
itself can provide knowledge and critical interpretations of political processes
as well as provide chances for participation to enable young people to develop
civic competencies for their later citizenship (Brady et al., 1995; Sherrod, 2003).
While these agencies of socialization are widely explored, the influence of youth
cultural styles has been only rarely investigated (Youniss et al., 2002: 270). Up
to now only a small group of mostly reconstructive studies has dealt with the
political culture of young people in the context of selected youth cultures (see
Mller, 2000; Rose, 1994; the contributions in Schildt and Siegfried, 2006). A
few quantitative investigations discussed connections between popular music
styles and political attitudes or youth participation (see Fung, 1994; Jackson,
2002; 2005); however there is a significant lack of empirical research on the
relevance of youth cultural styles for political learning and socialization.
In this article, selected findings of an empirical study on political socialization
in the context of youth cultural styles will be presented. These findings underline that youth culture has to be taken into account as one sphere of political
and civic learning next to family, school and service organizations. I will call
attention to the impact of youth cultures concerning the development of competencies such as the ability to discuss and analyze political issues, processes
and current lines of conflict, or the capability to express political values and
opinions.
The first part of the article provides an introduction to some aspects of the
current state of research on political socialization and citizenship and to the
main influences on the development of political attitudes and participation
during adolescence. Thereafter the empirical investigation will be presented
in a methodical manner. The following sections present selected results of
the study and draw some conclusions for the further investigation of political
socialization during adolescence.
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styles, music and media preferences, given codes of behaviour or forms of interaction of young people can be read as cultural and aesthetic expressions of
their life experiences and current and future orientations (see studies such as
Bennett, 1999; Muggleton, 2000; Willis, 1977). Most of this work did refer to
the relations of young people with their social class origins, societal norms and
values, school achievement expectations among others, but did not understand
youth cultural practices and styles as types of political expression (for early work
in this tradition see Corrigan and Frith, 1976; as well as other contributions in
the volume of Hall and Jefferson, 1976).
However, based on these early attempts to understand youth cultural styles
not only as cultural but also as political expressions especially in recent decades, a number of studies dealt with the political perceptions and practices
of young people in the context of certain youth cultural styles. For example
there are various recent studies on the student movements of the 1960s and 70s
(Schildt and Siegfried 2006; Seidman, 2004; Thomas, 2003) or the current antiglobalization movement (Capling and Nossal, 2001; Nur, 2005). Another youth
movement studied in relation to their political attitudes and practices is right
wing youth styles as they emerged in great number all over Europe during the
1990s (Hagan et al., 1995; Koopmans, 1996; Mudde, 2005). In addition, other
youth protests have been investigated under the rubric of political practices
of the young (Eckert and Willems, 1986; Roth and Rucht, 2000). Most of these
investigations simply look at the distribution and the social context of youth
protest; some also explore the perceptions and practices of the young people.
But even though the examined groups can be described in terms of protest
styles, only a very few studies delve into the concrete interactive matters of
production and negotiation of political attitudes and practices of the investigated groups and movements in a perspective of political socialization research
(Hagan et al., 1995; some papers in Roth and Rucht, 2000).
The investigation of protest cultures, such as the peace or globalization movement, goes along with a critique of the socialization approach. This critique points
out that the socialization approach does not take into account new innovations
and developments in the context of political participation. Meanwhile, there
are plenty of studies on new youth-specific forms of participation, which show,
for example, that traditional forms of membership in political organizations
have been replaced by short-term engagements in political actions and events
(see Bennett, 1998; Roker et al., 1999; Roth and Rucht, 2000; Younnis et al.,
2002). Furthermore, new emerging forms of engagement such as internet activism (Delli Carpini, 2000; Earl and Schussman, 2007; Scott and Street, 2000),
concious consumerism (Nava, 1992; Stolle et al., 2005) or music events with
political impact (Burgess et al., 2000; Cloonan and Street 1998) have been
subjected to scrutiny. However, most work on political culture as well as on
political socialization does not take the newly produced and dynamic forms of
youth political participation into account.
Beyond studies on explicit protesting youth cultures it seems that hardly any
work has been done on the relevance of youth cultural styles, which do not
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relate to the IEA Civic Education Study (see Oesterreich, 2002; Torney-Purta
et al., 2001). Further, some more youth-specific forms of political expression,
such as online activism on political issues, participation in local initiatives,
strikes or riots have been added based on previous multi-method research
exploring forms of youth participation and civic learning in a selected East
German federal state (Krger et. al., 2002). The analysis of the quantitative data
conducted for this article mainly relates to the systematization of the landscape
of youth cultural styles in East and West Germany and to their specific political
attitudes and experiences with political participation. Socio-demographic and
socio-economic attributes as well as information about school, family and peer
integration have been taken into account at each stage of the analysis.
The question of how youth cultural styles support certain political positions
and practices is connected to the concrete daily practices and interactions
of young people and therefore has been investigated using a methodological
approach, which addresses orientations and practices in the sense of the modus
operandi or habitus of specific social contexts (Bohnsack, 2003; Bohnsack and
Nohl, 2003; Weller, 2003). The analysis is based on transcribed discussions with
all four groups of young people, two in a HipHop scene and two in a Gothic
Punk scene. The left-wing youth cultural styles in eastern and hiphop in western
Germany have been chosen based on a quantitative analysis where adherents of
both styles appeared to hold distinguishable political attitudes and to be highly
politically engaged in certain ways (as shown in the following paragraphs).
Contacts with the two gothpunk groups in an East German and the two rap
crews in a West German city were made in schools that were already involved
in the antecedent quantitative study. The discussions had been carried out with
groups of friends who talked about the youth cultural style and practices of the
young people, about the relation between their style and society, public views
of their specific style, society and social problems as well as about the political
opinions and actions of the group members. The discussions were transcribed
and analyzed; for this article, quotations were chosen that related to the current
subject of presentation (see Pfaff, 2006 for detailed description of methods,
groups and field access as well as for more results).
The overall triangular design of the study assumes that quantitative and qualitative approaches can complement each other in relation to certain aspects of
the basic research questions (see Bryman, 1992; Newman and Benz, 1998).
In the study the present paper is based on, the quantitative survey has been
carried out first to investigate existing distributions of diverse youth cultural
styles, political attitudes and forms of participation and to relate youth cultural
styles to different political positions and types of engagement. Additionally, the
reconstructive study was based on first results of the youth survey concerning
youth cultural styles and was meant to investigate the specific processes of construction of political attitudes and practices in selected youth cultural styles.
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Oppositional styles also cropped up in the form of diverse right-wing youth cultural styles, such as skinheads or neo-nazis (Stock and Mhlberg, 1990). These
new styles culminated in the mid 1990s, reaching frequencies of diffusion of up
to 10 per cent of the youth population in Eastern Germany (Pfaff and Krger,
2006). The research on the emerging right-wing youth culture in Germany has
pointed out that these styles have an important impact on the development and
diffusion of ethnocentric and violent ideologies among young people (Brown,
2004; Merkl and Weinberg, 1997; Pfaff, 2005; Virchow, 2004).
However, during the 1990s, music styles associated with these right-wing
groups were also propagated further among youth and reached a much greater
diffusion than any other youth cultural style related to political ideologies or
protest movements (Fritzsche, 1997; Pfaff and Krger, 2004). In Germany at the
end of the 1990s, techno and hiphop were the most popular youth cultural
styles, even if they were enjoyed by young people in different areas under different socio-economic conditions. While hiphop has been both the music
of immigrant youth as well as highly educated male young people in urban
areas (Androutsopoulos and Scholz, 2003; Bennett, 1999), techno especially
belonged to young rural people all over the country independent of gender, race
or education. At the beginning of 2003, hiphop was the most popular youth
culture among adolescents in East and West Germany. Yet overall most respondents identified with or showed sympathy with different music styles. Following
the results of the youth survey the following section aims to systematize the
landscape of youth cultural styles in Germany. Therefore cluster analyses (unweighted pair groups) have been carried out to distinguish groups of young
people with different youth cultural orientations. The resulting constructed
classification has been tested in relation to socio-economic attributes (for a detailed method description see Romesburg, 2004; Pfaff, 2006: 108ff).
However, the statistical differentiation between groups of the young distinguishes between two forms of youth cultural affiliation: two-thirds of the
respondents sympathize with certain youth cultural styles (specialized selflocalization) and one-third position themselves across the styles by evaluating
youth cultures all together (see also Strzoda et al., 1996, for an analogue result
on youth survey data).
For further analysis, groups belonging to the specialized form of youth cultural
self-localization are of special interest. These groups can be distinguished as
sympathizers with youth cultural protest or alternative music styles (30 per cent)
and young people identifying themselves with popular music styles (35 per
cent). A more differentiated breakdown leads to four groups of protest and alternative music styles (presented in Figure 1) and three groups of sympathizers
with popular music and media styles: hiphop, techno and computer freaks.
This article focuses on protest styles and alternative music styles, which can
be distinguished in the four groups presented in Figure 1. Two of the four
groups belong to both ends of the political spectrum in Germany. These sides
have been depicted for years with the terms left and right as it is common in
most European countries. The data show one of the groups being more closely
Proximity to
Skinheads,
Neo-Nazis and
Hooligans (4%)
Fans of Mainstream
Music with Sympathy
for Right-wing Styles
(10%)
Fans of Mainstream
Music with Sympathy
for Left-wing and
Alternative Styles
(9%)
Proximity to
Punk, Gothic,
Metal und
Antifa (7%)
connected to the political sphere and another group always identifying with
rightist or leftist groups as well as with certain music styles. These groups are
more widespread in the East than in West Germany, and male youth join them
more often than females. Concerning education, it can be stated that the more
the orientation to right-wing styles, the lower the level of school attended, and
the more the alignment with the left, the higher the level of education.
However, there are several peculiarities related to the political culture of
young people in these four groups: they are more interested in politics, are
much more able to locate themselves in the German political sphere, show
clearer party affiliations and lower percentages of youth who would refuse to
vote in national elections, and most groups have a variety of experiences of political protests and participation.
Table 1 shows the two polarizing protest cultures that sympathize with rightor left-wing youth cultural styles and compares them with all respondents of
the survey and with those who identify with the hiphop style as one culture
of popular music. The table reveals some highly differentiating politically related attitudes and types of participation. It can be seen that the affiliation with
certain youth cultures not only makes a difference in political attitudes but also
civic and political actions. While most youth cultures show no impact on the
political culture of their sympathizers, youth belonging to the selected groups
show more political engagement. Furthermore, these cultures seem to provide
both opportunities for conventional and unconventional participation in politics
as well as in civic actions, including instances of violent action in connection
with the expression of their political aims or critiques. At the same time, adopting certain youth cultural styles seems to overlap the effects of special sociodemographic attributes such as the educational level of the parents. Especially,
the young people identifying with right-wing youth cultures, who mostly come
from less educated families, evidence a higher degree of political interest and
Young 17:2 (2009): 167189
175
Overall
Proximity to right-wing youth cultures
Proximity to left-wing youth cultures
Identification with the hiphop style
Note: p 0.05, p 0.01.
Self-localization Towards
Youth Cultures
12%
20%
24%
16%
Interest in
Politics
17%
37%
59%
22%
12%
17%
31%
11%
29%
29%
47%
26%
10%
27%
23%
13%
Experience
with Riots at
Demonstrations
participation than do other teenagers or even adults from these social backgrounds (see, for example, Bhm-Kasper and Krappidel, 2006; Heitmeyer, 2002).
Additional path and regression analyses on the youth survey data show a
clear effect of belonging to right- and left-wing youth cultures as regards certain
political attitudes, namely interference with the impact of other contexts of
political socialization, such as the educational level of parents or their interest
in politics. This analysis also shows that regarding the two protest cultures,
effects of affiliation with right- or left-wing cultures appear in experiences with
unconventional political behavior and in actions that include or are related to
violence (see Pfaff, 2006: 172ff; Pfaff and Krger, 2006).
Even if these results have to be proved in additional longitudinal studies,
they highlight the impact of certain youth cultural styles in the process of political socialization. Moreover, they raise the question of how this influence is
developed in concrete styles and groups. To answer this question by example,
the next section draws upon selected results from the qualitative case study of
a left-wing youth culture in an East German city.
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This group of 16 and 17 year old males define themselves as leftists and the
following description of their political attitudes is mainly related to their refusal of state expectations on its citizens. Therefore, their understanding of
democracy and of the current form of government in Germany is based on a
critique of the responsibility that goes along with citizenship. As in other parts
of the discourse, the boys use the term we to describe political attitudes and
actions, which indicates two things. First, the boys have a clear understanding
of shared political opinions, which indicates that political discussions in this
group are pretty common. Second, the young people see themselves as a part
of a larger political movement: a unified Left that also includes smaller political
parties who fight against social inequality and for more transparency in political
processes and decisions. Thus, the groups denial of democracy as reflected in
their discourse seems to be ambivalent. It is related to the current system of
established parties where new political organizations and smaller parties face
serious difficulties in reaching governmental power on local, but even more
on county and national levels. They distance themselves from citizens who,
in elections, vote for the party that makes the most hopeful promises for their
own use and advantage.
Later on in the discussion, the young people addressed the topic of extremism
and radicalization once more (group Alternative Four: section radicalism):
Boy 3: For example radicalism I cant understand at all because left-wing
extremism for me is just like right-wing extremism. Both result in obtrusions
and this I dont like so much. Everybody is supposed to do what he wants
and nobody should be forced into anything.
Boy 2: But this is somehow wrong because right-wing extremism thats only
idiots aiming a dictatorship, wanting one idiot who kicks out all the
immigrants and left-wing extremism, thats people wanting anarchy, not
giving a damn about politics any more. Thats how I see it.
One member of this group distances himself from radicalism in any form, describing it as political obtrusion. This section of the discourse indicates disunity
amongst the group members concerning the question of how far left they
localize themselves on the leftright continuum. It can be seen that the young
people negotiate group positions and collective opinions by addressing political questions in group discourses. While dealing with prevalent attitudes and
positions in an interactive manner, they learn to carry on political arguments
and establish interest in the political discourse of their country. This group addresses major problems of society such as the integration of immigrants, political disenchantment and the depreciation of democracy.
Another group, consisting of girls and boys age 14 to 20, also addressed politics at the beginning of the discussion when one boy told how he was fired
from his job because of his leftist political opinions and the punk style he wore
while working. When asked for their political position as a group, they also
located themselves on the left side of the continuum yet not as clearly as the
other group did (group PParque: section work and politics).
Interviewer:
Boy 4:
Girl 1:
Boy 2:
Boy 1:
Boy 4:
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180
The young people use their knowledge about political structures and institutions to address the next higher level of decision-making when efforts within
the hierarchies of their own institution failed. Their interest in politics and their
critical understanding of political processes provided them with the knowledge
of whom to address and also with the necessary cheekiness to ignore the hierarchies within the school system to seek a fast solution in their own interest.
Experienced in political discussions and in their roles as representatives of
other students, they took the problem to representatives of an institution that
actually could solve it directly. Even if both did not participate in the student
council themselves, the implicitness of their political action seems to be an
indicator for a very clear understanding of democratic processes and successful political action. It must be assumed that their general political interest,
which is mediated and supported by their youth cultural style, encourages
such processes of learning about political structures. At the same time, their experience with political action outside of school in the context of their style,
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First, in this example the two boys describe the political practice of demonstrations in a highly interactive manner and with precision, which indicates rich
experiences with several demonstrations against the right-wing actions in their
city. Second, it can be seen that this experience leads to a further understanding of the process of gaining publicity for political aims and positions while
demonstrating in public. These boys understand the mechanisms of delivering messages to the public and of addressing issues to a broader population.
They are also used to dealing with their political and, at the same time, youth
cultural opponents not only through battles but also through discussions.
Third, the quotes in this section underline that demonstrating for these youth
is not only a form of political action but also a way to have fun and achieve a
feeling of community in the practice of participation: demonstrations for them
work as an actionism (see Bohnsack and Nohl, 2003). Ralf Bohnsack et al.
(1995) developed the concept of actionism from a large qualitative study indicating that groups of young people use shared performances and rituals to produce community and common orientations. In the focus group example, the
actionism of demonstration for the young is a way to perform and develop
their understanding of political participation and to make sure of and deepen
their political attitudes and civic competencies. In that sense for these young
people, youth cultural styles and their embedded peer groups work as agents
of political socialization.
CONCLUSIONS
The findings presented in this article demonstrate that the identification with
certain youth cultural styles and the affiliation with peer groups, which are part
of subcultures has an impact on the political culture of adolescents. Thereby,
youth cultures serve as agencies of socialization concerning the political attitudes
and civic competences of young people. As shown above, the outcomes of these
processes include greater competence concerning participation in political debates and discussions, more knowledge about politics and political structures,
a better understanding of current lines of conflict and political processes and
more confidence in the expression of ones own political goals and opinions.
This article aimed to highlight the impact of political learning in a youth cultural
environment and the results indicate that it would be worth taking into account
youth cultures as agents of political socialization, to investigate these cultures
in longitudinal and cross-cultural perspectives, and last but not least, to support
them, take them seriously and involve them in decision-making in school and
other places.
Acknowledgements
The research on which this article is based was funded by the Hans-Boeckler-Foundation
and the Federal Ministry of Education and Research of Germany. Furthermore I wish
to thank the members of the Center of School and Education Research (ZSB) at the
University of Halle (Germany) where I conducted and discussed this investigation many
times, colleagues at the Stanford Center on Adolescence (USA) as well as the reviewers
of Young who offered helpful suggestions on this article.
Note
1 The quotes used in this paper are translated from German.
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