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Journal articles on the topic 'Youth Cultures'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

Shovon, Ashfaque Ahmad. "Youth Cultures among Immigrants: Rastafarian, Bhangra and New Muslim Youth Cultures in Britain." English Language and Literature Studies 13, no. 1 (December 30, 2022): 9. http://dx.doi.org/10.5539/ells.v13n1p9.

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The study of youth culture seeks answers to the questions about youth identity, disruption, gender roles, social conformity, relationship with the previous generation, cultural and political participation and so on. Youth culture has been a well-talked matter in Britain since the 1920s. The Dandies and Flappers, Teddy Boys, Mods, Skin Heads, Hippies, Punks and Goths are some well-known youth cultures in Britain in the last century. However, though being a rich land for migration, the attention on the youth cultures or sub-cultures practised by immigrant youths is surprisingly low. In this paper, I am going to explore the Rastafarian culture of Caribbean origin, the Bhangra culture of South-Asian origin, and an attempt to form a cool version of Islamic youth culture in the UK.

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2

Brandes, Blake, and Caroline Rooney. "Global Youth Cultures." Wasafiri 27, no. 4 (December 2012): 1–2. http://dx.doi.org/10.1080/02690055.2012.714111.

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3

Wortham, Stanton. "Youth Cultures and Education." Review of Research in Education 35, no. 1 (March 2011): vii—xi. http://dx.doi.org/10.3102/0091732x10391735.

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4

Zhang, Weiyu. "Youth cultures in China." Chinese Journal of Communication 10, no. 4 (October 2, 2017): 466–67. http://dx.doi.org/10.1080/17544750.2017.1388950.

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5

Roudometof, Victor. "Cosmopolitanism, Glocalization and Youth Cultures." Youth and Globalization 1, no. 1 (May 24, 2019): 19–39. http://dx.doi.org/10.1163/25895745-00101002.

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Globalization brings forth a geographical and thematic expansion of the scope of youth studies beyond the traditional topics of delinquency, studies of generations, and subculture. Youth has emerged as a topic for cosmopolitanism studies with a widespread tendency to use cosmopolitanism as a master narrative that leaves no conceptual room for considering ‘non-cosmopolitan’ on an equal footing. The article questions whether social research should be concerned with identifying the cosmopolitanism of youth or whether it should be concerned with examinations of the glocalization of world’s youth (sub-)cultures. In the article’s last section, I outline a research agenda that focuses upon the relationship between the world’s youth (sub-)cultures, on the one hand, and glocalization and trans-localization, on the other. Use of these concepts offers important insights into the youth's cultural practices and is an alternative to the master narrative of cosmopolitanization.

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6

Hernández, Dr Esperanza Viloria, Dr Christian Fernandez Huerta, Dr Angel Manuel Ortiz Marin, and Dr Victoria Elena Santillan Briceno. "Cyber-Ethnography and Youth Cultures." JOURNAL OF ADVANCES IN HUMANITIES 3, no. 3 (December 25, 2015): 300–309. http://dx.doi.org/10.24297/jah.v3i2.5144.

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The object of study is the research of youth phenomena, which is, linked to the expansion of opportunities for socialization of young people, particularly those related to interactive cyberspace mobility. This confirms the sociocultural processes where youth culture makes sense, in the temporary space and the cultural context where they take place. Assumptions allied to the purpose of investigating the vision of young students from public universities in Mexicali, Baja California, Mexico and Viedma, Rio Negro, Argentina. We are convinced that moving through cyberspace research by means of digital mediation can provide the advantage of new ways of organizing information, in addition to aid in expanding the ways information is analyzed and interpreted. Qualitative research of Cyberethnographics whose development favors the construction of a specific methodological model for sighting, examining and identifying the sense and action that young people produce. It is that description, the core purpose of this present work.

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7

Henschel, Frank. "Youth Cultures in Eastern Europe." Kritika: Explorations in Russian and Eurasian History 18, no. 1 (2017): 210–15. http://dx.doi.org/10.1353/kri.2017.0012.

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8

Corkum, Trevor. "Queer youth and media cultures." International Journal of Lifelong Education 35, no. 2 (March 3, 2016): 205–7. http://dx.doi.org/10.1080/02601370.2016.1164472.

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9

Ross, Michael W. "Gay Youth in Four Cultures:." Journal of Homosexuality 17, no. 3-4 (July 6, 1989): 299–314. http://dx.doi.org/10.1300/j082v17n03_06.

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10

WALLACE, CLAIRE, and RAIMUND ALT. "Youth Cultures under Authoritarian Regimes." Youth & Society 32, no. 3 (March 2001): 275–302. http://dx.doi.org/10.1177/0044118x01032003001.

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11

Toumbourou, John W. "Youth Drinking Cultures: European Experiences." Drug and Alcohol Review 28, no. 2 (March 2, 2009): 210. http://dx.doi.org/10.1111/j.1465-3362.2008.00046_1.x.

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12

McCormack, Mark. "Changing Masculinities in Youth Cultures." Qualitative Sociology 33, no. 1 (December 18, 2009): 111–15. http://dx.doi.org/10.1007/s11133-009-9146-0.

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13

Feixa, Carles, and Mònica Figueras-Maz. "Emergence of (Hybrid) Youth Cultures." Communication Theory 28, no. 2 (May 1, 2018): 224–28. http://dx.doi.org/10.1093/ct/qtx013.

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14

Lyons, Antonia, Tim McCreanor, Ian Goodwin, Christine Griffin, Fiona Hutton, Helen Moewaka Barnes, (Acushla) Dee O'Carroll, Lina Samu, Patricia Niland, and Kerry-Ellen Vroman. "Youth Drinking Cultures in Aotearoa." Sites: a journal of social anthropology and cultural studies 11, no. 2 (December 15, 2014): 78. http://dx.doi.org/10.11157/sites-vol11iss2id265.

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15

Susanti,, Pande Made Kutanegara, Retnaningtyas,. "Tourism Effect towards Youth Resiliency in Ubud, Gianyar, Bali." International Journal of Tourism, Heritage and Recreation Sport 1, no. 1 (June 26, 2019): 16–26. http://dx.doi.org/10.24036/ijthrs.v1i1.23.

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Tourism is the economical heart of Ubud, Gianyar, Bali’s society. Almost 90% working age population work as tourism worker and almost 50% of the village’s area is used as business space. This condition pushes resiliency from many aspects of population, especially youth. Tourism affects culture and custom in youth, especially in their obligation of Pura in their environment and the demands of up-to-date culture covering it. This research was done for 4 months, started in August to December 2018. The data collection method used was in-depth interview supported by survey results. In-depth interview was done to the public figures, youth participating in Sekaa Teruna Teruni (STT), village government, and Banjar manager. Questionnaire was given to 12th grade students of higher education (SMA/SMK) in Ubud. Survey data was processed using regression analysis and describes as supporting data for the in-depth interview. The result of the research shows that Ubud youths have resiliency tendency in a positive way towards tourism in their environment. They do not leave customs and cultures as feared by many people regarding tourism erosion in Bali which getting stronger. The youth knows that customs and cultures have to go together with tourism. Tourists come to Ubud because of the cultures there. Most of the youth knows that tourism is their future, and so does their customs obligations and cultures. Thus, the two are better managed and processed without leaving one or the other.

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16

Genova, Carlo. "Youth cultures and style. Analytical approaches and a methodological proposal." Sociologija 61, no. 2 (2019): 241–58. http://dx.doi.org/10.2298/soc19022241g.

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Youth cultures are nowadays one of the main social forms among young people, and at the core of youth cultures is style. Variously defined, style is made up of all those elements through which each youth culture, and every individual involved in it, expresses itself and positions itself with regard to other cultural models, by processes of identification, distinction and recognition. Over time, different approaches to the analysis of youth cultures have been developed - on the basis partly of the different empirical phenomena which have been taken into consideration, and partly of the different sensitivities of the scholars - and thus different interpretive perspectives of style have also emerged. The article aims at reconstructing the core elements of the main approaches to style in the study of youth cultures - considering definitions, constitutive elements, and interpretive models - and then, on these bases, at reflecting about a possible methodological path in the concrete study of today?s youth cultures? styles.

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17

No authorship indicated. "Review of Comparative Youth Culture: The Sociology of Youth Cultures and Youth Subcultures in America, Britain and Canada." Contemporary Psychology: A Journal of Reviews 31, no. 9 (September 1986): 719. http://dx.doi.org/10.1037/025105.

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18

Smith, Justen O., and Robert N. Pate. "Cultures Around the World: A Unique Approach to Youth Cultural Diversity Education." Journal of Youth Development 2, no. 2 (September 1, 2007): 174–79. http://dx.doi.org/10.5195/jyd.2007.354.

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Increasingly diverse cultural trends have significant implications for the educational needs of American youth. Learning about and valuing diverse cultures will help prepare youth to become better citizens in an ever-changing society. Cultures Around the World was developed to meet the educational needs of youth in the area of cultural diversity. The Cultures Around the World program brings to life exciting cultures and customs from countries all over the world. Countries are presented in a unique format by teaching youth (ages 10 to 18) a specific country’s history, culture, food, music, dance, language, religion, and current issues. The Cultures Around the World program can be used by any youth educator. The program comes in a ready to use CD containing presentations, handicraft instructions, language guides, and resource guides for nine different countries (Armenia, Australia, Ecuador, Egypt, England, France, Ghana, Slovakia and Mexico).

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19

Presley, Lisa. "Book Review: Youth Cultures in America." Reference & User Services Quarterly 56, no. 1 (September 23, 2016): 63. http://dx.doi.org/10.5860/rusq.56n1.63.

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Editors Bronner and Clark collected more than 160 entries in order to compile Youth Cultures in America. The entries in this two-volume set are organized alphabetically and typically range in length from two to six pages. Due to the alphabetical rather than conceptual arrangement, the front matter of each volume includes a “Topic Finder” to assist in navigating the set. In the “Introduction,” the editors provide details for the broad selection of entries that range in scope from very general (“animals”) to extremely specific (“furry fandom”). The editors explain that they “have presented an array of contemporary groups, expressive forms, locations, and social movements and issues that cast youth cultures into relief” (xvii), including entries related to: body and health, music and dance, sports and games, generational classifications, social movements, and problems of youth. Although the majority of entries are concerned with the shared interests of youth, the length of individual entries are not necessarily consistent with their significance to youth culture.

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20

Woodgate, Roberta L., and David Shiyokha Busolo. "African Refugee Youth’s Experiences of Navigating Different Cultures in Canada: A “Push and Pull” Experience." International Journal of Environmental Research and Public Health 18, no. 4 (February 20, 2021): 2063. http://dx.doi.org/10.3390/ijerph18042063.

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Refugee youth face challenges in navigating different cultures in destination countries and require better support. However, we know little about the adaptation experiences of African refugee youth in Canada. Accordingly, this paper presents the adaptation experiences of African refugee youth and makes recommendations for ways to support youth. Twenty-eight youth took part in semi-structured interviews. Using a thematic analysis approach, qualitative data revealed four themes of: (1) ‘disruption in the family,’ where youth talked about being separated from their parent(s) and the effect on their adaptation; (2) ‘our cultures are different,’ where youth shared differences between African and mainstream Canadian culture; (3) ‘searching for identity: a cultural struggle,’ where youth narrated their struggles in finding identity; and (4) ‘learning the new culture,’ where youth narrated how they navigate African and Canadian culture. Overall, the youth presented with challenges in adapting to cultures in Canada and highlighted how these struggles were influenced by their migration journey. To promote better settlement and adaptation, youth could benefit from supports and activities that promote cultural awareness with attention to their migration experiences. Service providers could benefit from newcomer-friendly and culturally sensitive training on salient ways of how experiences of multiple cultures affect integration outcomes.

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21

SORIANO, F., L. RIVERA, K. WILLIAMS, S. DALEY, and V. REZNIK. "Navigating between cultures: the role of culture in youth violence." Journal of Adolescent Health 34, no. 3 (March 2004): 169–76. http://dx.doi.org/10.1016/s1054-139x(03)00306-9.

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22

Skeggs, Beverley, and Mica Nava. "Changing Cultures: Feminism, Youth and Consumerism." Feminist Review, no. 47 (1994): 105. http://dx.doi.org/10.2307/1395262.

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23

WATTS, MEREDITH W. "Aggressive Youth Cultures and Hate Crime." American Behavioral Scientist 45, no. 4 (December 2001): 600–615. http://dx.doi.org/10.1177/00027640121957376.

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24

Heather Rachelle White. "Queer Youth Cultures (review)." Journal of the History of Childhood and Youth 2, no. 2 (2009): 288–90. http://dx.doi.org/10.1353/hcy.0.0064.

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25

Perreault, Marc. "Youth Cultures: A Cross-Cultural Perspective." Journal of Nervous &amp Mental Disease 185, no. 7 (July 1997): 470. http://dx.doi.org/10.1097/00005053-199707000-00013.

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26

Forsyth, Alasdair J. M. "Review: Youth Drinking Cultures: European Experiences." Probation Journal 55, no. 4 (December 2008): 411–13. http://dx.doi.org/10.1177/0264550508096497.

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27

Hanckel, Benjamin. "Representations of LGBT youth: A review ofQueer Youth and Media Cultures." Journal of LGBT Youth 13, no. 4 (August 11, 2016): 410–13. http://dx.doi.org/10.1080/19361653.2016.1185764.

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28

Pospíšil, Filip. "Youth cultures and the disciplining of Czechoslovak youth in the 1960s." Social History 37, no. 4 (November 2012): 477–500. http://dx.doi.org/10.1080/03071022.2012.729336.

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29

Formanek-Brunell, Miriam, Joe Austin, and Michael Nevi Willard. "Generations of Youth: Youth Cultures and History in Twentieth-Century America." Journal of American History 86, no. 2 (September 1999): 855. http://dx.doi.org/10.2307/2567187.

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30

French, Doran C., Sri Pidada, and Andrea Victor. "Friendships of Indonesian and United States youth." International Journal of Behavioral Development 29, no. 4 (July 2005): 304–13. http://dx.doi.org/10.1177/01650250544000080.

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Issues in the study of friendship across cultures were explored by reviewing a set of studies focusing on the friendships of Indonesian and United States youth. Four topics are considered: similarity of friendships across cultures, dimensions of friendships that vary across cultures, the utility of the individualism/collectivism dimension for explaining cultural differences in friendship, and methodological issues in the study of culture and friendship. Two studies are presented that address some of these issues. Although friendships of US and Indonesian youth are similar across many dimensions, the friendships of Indonesian youth appear somewhat less close, more centred on instrumental aid, less focused on enhancement of worth, and more extensive and less exclusive than those of US youth. These patterns are opposite to those that have emerged in the comparison of those in the US and other collectivist cultures, suggesting the need to modify models of collectivism and friendship. Finally, the authors advocate the use of multimethod and multiagent assessments, addressing issues of social class in cross-cultural comparison, and using a combination of quantitative and qualitative approaches to study culture and friendship.

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31

Thain, John. "Youth Cultures – Scenes, Subcultures and TribesYouth Cultures – Scenes, Subcultures and Tribes." Nursing Standard 22, no. 23 (February 13, 2008): 30. http://dx.doi.org/10.7748/ns2008.02.22.23.30.b718.

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32

Hollos, Marida. "Youth Cultures: A Cross-Cultural Perspective:Youth Cultures: A Cross-Cultural Perspective." American Anthropologist 99, no. 3 (September 1997): 662–63. http://dx.doi.org/10.1525/aa.1997.99.3.662.

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33

Volkova, N. V. "CONDITIONS OF FORMATION OF INFORMATION YOUTH CULTURES." Educational Dimension 7 (May 26, 2022): 170–79. http://dx.doi.org/10.31812/educdim.5649.

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34

Worley, Matthew, Keith Gildart, Anna Gough-Yates, Sian Lincoln, Bill Osgerby, Lucy Robinson, John Street, and Pete Webb. "British Youth Cultures and the Wider World." Britain and the World 11, no. 1 (March 2018): 1–3. http://dx.doi.org/10.3366/brw.2018.0284.

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35

Sefton-Green, Julian. "Chapter 8 Youth, Technology, and Media Cultures." Review of Research in Education 30, no. 1 (January 2006): 279–306. http://dx.doi.org/10.3102/0091732x030001279.

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36

Camozzi, Ilenya, Daniela Cherubini, Carmen Leccardi, Paola Rivetti, Carles Feixa Pàmpols, Jose Sánchez García, Leila Bouasria, and Caroline Minialai. "Youth Cultures: Values, Representations and Social Conditions." Background Paper, no. 3 (June 8, 2015): 1–78. http://dx.doi.org/10.24241/swbp.2015.3.1.

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37

Machado Pais, Jose. "Transitions and Youth Cultures: Forms and Performances." International Social Science Journal 52, no. 164 (June 2000): 219–32. http://dx.doi.org/10.1111/1468-2451.00253.

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38

Chacko, Elizabeth. "Exploring Youth Cultures Geographically Through Active Learning." Journal of Geography 104, no. 1 (January 2005): 9–16. http://dx.doi.org/10.1080/00221340508978917.

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39

Capuzzo, Paolo. "Youth Cultures and Consumption in Contemporary Europe." Contemporary European History 10, no. 1 (March 2001): 155–70. http://dx.doi.org/10.1017/s0960777301001084.

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Angelo Varni, ed., Il mondo giovanile in Italia tra Ottocento e Novecento (Bologna: Il Mulino, 1998), 252 pp., £38.00, ISBN 8-815-06779-5. Frank Mort, Cultures of Consumption: Masculinities and Social Space in Late Twentieth-century Britain (London: Routledge, 1996), 280 pp., ISBN 0-415-03052-8. Andrew Blake, The land without music: music, culture and society in twentieth-century Britain (Manchester: Manchester University Press, 1997), 256 pp., ISBN 0-719-04299-2. Bill Osgerby, Youth in Britain since 1945 (Oxford: Blackwell, 1998), 256 pp., ISBN 0-631-19477-0. Christoph Bernhardt and Gerd Kuhn, Keiner darf zurückgelassen werden! Aspekte der Jugendhilfepraxis in der DDR 1959–1989 (Münster: Votum, 1998), 176 pp., ISBN 3-930-40595-4. David Fowler, The first Teenagers: The Lifestyle of Young Wage-earners in Interwar Britain (London: The Woburn Press, 1995), 212 pp., ISBN 0-713-04018-1. Alfons Klenkmann, Wilde Jugend. Lebenswelt grossstaedtischer Jugendllcher zwischen Weltwirtschaftkrise, Nationalsozialismus und Waehningsreform (Essen: Klartext, 1996), 480 pp., ISBN 3-884-74283-3. Paola Ghione and Marco Grispigni, eds. Giovani prima della rivolta (Roma: Manifestolibri, 1998), 252 pp., £28.00, ISBN 8-872-85172-6.

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40

Brendtro, Larry K. "Trauma-Wise Youth: Responding to the Need Beneath the Pain." Current Research in Psychology and Behavioral Science (CRPBS) 2, no. 3 (December 31, 2021): 1–7. http://dx.doi.org/10.54026/crpbs/1034.

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While there are many “trauma-informed” training programs for professionals, youth are the leading players on the trauma stage. In contemporary cultures of coercion, youth battle adults and become bullies or victims of peers. But Indigenous cultures of respect view children as contributors to the community, not problems to be controlled. This article describes how “trauma-wise youth” can respond to the needs of their peers in pain. Strategies drawn from the circle of courage resilience model and positive peer culture are used to engage youth in helping roles. These developmental relationships heal trauma and build resilience.

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41

Navei, Nyamawero. "Youth participation in traditional cultural practices in contemporary Tumu: An exposé on the Ceremonial Costume Art of Fuowie Nasolo, a youth cultural iconic figure in Tumu." Journal of African History, Culture and Arts 3, no. 1 (January 18, 2023): 13–28. http://dx.doi.org/10.57040/jahca.v3i1.307.

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Youth participation in traditional cultural practices in contemporary Africa (Ghana) has been on the decline due to the alarming rate at which African youth assimilate foreign cultures. Many African (Ghanaian) youth nowadays mock African (Ghanaian) ethnic cultures in favour of Western cultures. However, previous research suggests youth cultural activism in Tumu, Ghana. This positive development has the tendency to preserve and promote the cultural identity of Tumu. This study, therefore, sought to establish the motivation behind youth participation in traditional cultural practices in contemporary Tumu with a specific focus on the costume art of Fuowie Nasolo, a youth cultural iconic figure in Tumu. Qualitative descriptive analysis of interview transcripts and photographic data gathered from twenty-five (25) heterogenous-purposively sampled informants reveal that youth cultural activism in contemporary Tumu is engendered by the sustained cultural tutelage provided by the elders of Tumu. Additionally, it was emphasised that youth cultural participation in contemporary Tumu is extrinsically motivated by the admirable cultural activism of Fuowie, the unifying leader of Tumu youth cultural group. A cursory study of the cultural manifestations of Fuowie’s ceremonial costume art, reveals the royal, heroic, and wardress culture of the indigenes of Tumu. Since Fuowie’s cultural activism significantly complements the effort of Tumu elders in promoting youth cultural participation, the study calls for sustained collaboration between Fuowie and the elders of Tumu to massively promote youth participation in traditional cultural activities for cultural preservation, cultural restoration, and the construction of authentic cultural identity of the people of Tumu for posterity.

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42

Gestsdottir, Steinunn, G. John Geldhof, Tomáš Paus, Alexandra M. Freund, Sigrun Adalbjarnardottir, Jacqueline V. Lerner, and Richard M. Lerner. "Self-regulation among youth in four Western cultures." International Journal of Behavioral Development 39, no. 4 (July 20, 2014): 346–58. http://dx.doi.org/10.1177/0165025414542712.

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We address how to conceptualize and measure intentional self-regulation (ISR) among adolescents from four cultures by assessing whether ISR (conceptualized by the SOC model of Selection, Optimization, and Compensation) is represented by three factors (as with adult samples) or as one “adolescence-specific” factor. A total of 4,057 14- and 18-year-old youth in Canada, Germany, Iceland, and the US participated. Confirmatory factor analyses did not confirm a tripartite model of SOC in any sample, whereas a single (nine-item) composite fit in all samples. A partial weak factorial invariance model showed a roughly equivalent meaning of the nine-item composite among German, Icelandic, and US youth. We discuss the need for further examination of the relative importance of items among Canadian youth, and possible problems using reverse-coded items with adolescents. The similarities that were observed across age and cultural groups suggest that a single factor structure of SOC, as measured by nine items, may be robust for youth in Western cultural settings and that SOC processes are not fully developed until adulthood.

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43

Bolin, Göran. "Producing cultures - The construction of forms and contents of contemporary youth cultures." YOUNG 7, no. 1 (February 1999): 50–65. http://dx.doi.org/10.1177/110330889900700105.

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44

Horváth, Sándor. "“Wild West,” “Gangster,” and “Desperado” Feelings: The Perception of the “West” in Youth Subcultures in Hungary in the 1960s." East Central Europe 38, no. 2-3 (2011): 180–98. http://dx.doi.org/10.1163/187633011x600842.

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AbstractThe images of the “modern youth” and moral panics concerning the youth as a metaphor played an important part in the identity construction process throughout Cold War Europe. For Hungarian youth the West represented the land of promise and desires, albeit their knowledge of the Western other was highly limited and controlled by the socialist state. But how did the partly unknown West and its “folk devils” become the objects of desire in the East? For Western youngsters it seemed to be easier to realize their cultural preferences, however, youth cultures of the sixties were represented in the transnational discourses as manifestations of intra-generational, parent–adolescent conflicts not only in the Eastern Bloc, but also in Western democracies. The perception of the parent–child conflict became a cornerstone of the studies on the sixties, and the youth studies represented youth subcultures as “countercultures.” This paper addresses the role of the official discourse in the construction of “youth cultures” which lies at the heart of identity politics concerning youngsters. It looks at some of the youth subcultures which emerged in socialist Hungary and, in particular how “Eastern” youth perceived “the West,” and how their desires concerning the “Western cultures” were represented in the official discourse. It also seeks to show that borders created in the mind between “East” and “West” worked not only in the way that the “iron curtain” did, but it also became a cultural practice to create social identities following the patterns of Eastern and Western differentiation in the socialist countries.

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45

Motygullina, Zukhra A., and Leila A. Nurgalieva. "The Concept “Youth” in English and Tatar Linguistic Cultures." Journal of History Culture and Art Research 6, no. 5 (November 28, 2017): 415. http://dx.doi.org/10.7596/taksad.v6i5.1277.

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<p>The purpose of this article is to compare the concept of "youth" in two genetically unrelated languages – Tatar and English. The study implements methods of comparative, definitional, component and contextual analysis and ethnic-linguistic-culturological comparison. An exceptional importance of the concept of "youth" made it one of the key concepts of many peoples. In this paper, based on English and Tatar dictionaries, we presented the concept of "youth" in the form of a frame. We identified the distinctive and similar features of the concept of "youth" in English and Tatar. The materials of this article can be used in the practice of intercultural communication, in the translation process of teaching English to the Tatar audience at higher education institutions and schools in order to develop intercultural communication among learners.</p>

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46

Room, Robin. "Dry and wet cultures in the age of globalization." SALUTE E SOCIETÀ, no. 3 (November 2010): 229–37. http://dx.doi.org/10.3280/ses2010-su3015-ing.

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The distinction between dry and wet cultures seems to be out-of-date. The case of the European youth is emblematic. The factors which falsificated this distinction are the changements occured in drinking practices due to the globalization of youth culture and the communicative power of alcohol industries.

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Diouf, Mamadou. "Engaging Postcolonial Cultures: African Youth and Public Space." African Studies Review 46, no. 2 (September 2003): 1. http://dx.doi.org/10.2307/1514823.

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McMahon, Daniel. "Science Fiction Curriculum, Cyborg Teachers, & Youth Cultures." Utopian Studies 17, no. 1 (January 1, 2006): 221–23. http://dx.doi.org/10.2307/20718804.

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McMahon, Daniel. "Science Fiction Curriculum, Cyborg Teachers, & Youth Cultures." Utopian Studies 17, no. 1 (January 1, 2006): 221–23. http://dx.doi.org/10.5325/utopianstudies.17.1.0221.

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Blatterer, Harry. "Looking West: Cultural Globalization and Russian Youth Cultures." Sociological Research Online 10, no. 1 (June 2005): 209–10. http://dx.doi.org/10.1177/136078040501000103.

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