This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Luke, A. Articles by Luke, C. Search for Related Content Social Bookmarking                         What's this?

Adolescence Lost/Childhood Regained: on Early Intervention and the Emergence of the Techno-Subject

Carmen Luke

University of Queensland,Australiac.luke{at}mailbox.uq.edu.au

This article is a materialist philosophical and historical analysis of the current policy focus on early intervention programmes for print literacy. It documents the direct impact of economic and cultural globalization and new technologies on the material conditions for adolescence and youth. We argue that educational systems and government policies are struggling with the consequences of these changes: new forms of identity, technological competence and practice, and new life pathways for children and adolescents. The case is made that the current enthusiasm for early intervention programs is a ‘rhetorical displacement’ that attempts to solve the problems of unruly adolescence and the emergence of the ‘techno-subject’ through an ‘inoculation’ model dedicated to the restoration and preservation of print-based early childhood.

Key Words: adolescence • early intervention • information and communication technologies (ICTs) • literacy • popular culture

Journal of Early Childhood Literacy, Vol. 1, No. 1, 91-120 (2001)
DOI: 10.1177/14687984010011005


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				A. Pithouse Early Intervention in the Round: A Great Idea But . . . Br. J. Soc. Work, December 1, 2008; 38(8): 1536 - 1552. [Abstract] [Full Text] [PDF]

				J. Ailwood Learning or earning in the `smart state': Changing tactics for governing early childhood Childhood, November 1, 2008; 15(4): 535 - 551. [Abstract] [PDF]

				W. S. E. Lam Chapter 6: Culture and Learning in the Context of Globalization: Research Directions Review of Research in Education, January 1, 2006; 30(1): 213 - 237. [PDF]

				P. C. Manyak Literacy Instruction, Disciplinary Practice, and Diverse Learners: a Case Study Journal of Early Childhood Literacy, April 1, 2004; 4(1): 129 - 149. [Abstract] [PDF]

				J. Marsh The Techno-Literacy Practices of Young Children Journal of Early Childhood Research, February 1, 2004; 2(1): 51 - 66. [Abstract] [PDF]

				M. Siegel Book Reviews Journal of Early Childhood Literacy, April 1, 2003; 3(1): 99 - 105. [PDF]

				S. Mcnaughton On Making Early Interventions Problematic: A Comment on Luke and Luke (2001) Journal of Early Childhood Literacy, April 1, 2002; 2(1): 97 - 103. [PDF]

				D. Kellner New Life Conditions, Subjectivities and Literacies: Some Comments on the Lukes' Reconstructive Project Journal of Early Childhood Literacy, April 1, 2002; 2(1): 105 - 112. [PDF]