Volume 2

ISSN: 2241-1720
Registered in the International Catalogue -Publications Series in Paris VOLUME I RCH 2012
The scientific journal for

culture and education
Contact: mail@culturejournal.net EDITORIAL BOARD

Editor: Alexandros Argyriadis Members: Alexandros Argyriadis Agathi Argyriadis Christin Coumadorakis Alex babalis Alex Tsallos Kostas Efthimiopoulos Symeon Nikolidakis Steve Stand
Culture Journal [EVENT ANNOUNCEMENT]
Public Anthropology in Greek Crisis
The first Program on Everyday Life and Culture in Greece was recently instituted at The University of Peloponnese. The founding director of the Program is the anthropologist C. Nadia Seremetakis (www.seremetakis.com), known worldwide for her influential writings as well as her engagement with and contributions in public anthropology. The Program aiming at promoting and sustaining a dialogue between academia and the wider society, held its first publicmultimedia-participatory Symposium on Taste and Memory in the S. Peloponnese (region of Messinia) from March 13 to 19, and is to be diffused, by popular demand, in other regions immediately after. Based on professor Seremetakiss notion of ethnography as performance and drawing on her book The Senses Still, this event involved the active, voluntary participation of over 20 schools (elementary and high schools) of the region, over 25 local cultural organizations, public organizations such as theater, dance, music, the authorities of the area (all six Mayors and municipalities of Messinia), 75 university students, and numerous citizens. As professor Seremetakis claims, the effective mobilization and collaboration of all these forces in presenting original works for a specific event like thiscall it public anthropology, cultural management, public education, or whatever, can only be succeeded by good ethnographyethnography as both research method and writing. The former trains you to excavate and communicate, the latter to synthesize effectively the uncovered fragments. This multidisciplinary event featured lectures by renown Greek scholars, artistic performances, and a four-level exhibition which included over 300 students paintings and ceramic creations of sweet and salty memories, numerous narrations and poems on recipes with memory, as well as collections of gastronomic metaphors in everyday speech, in poetry, in popular lyrics, in ancient texts, in fairytales, and much more. These were accompanied by homemade tit-bits and sweets by citizens, and local products of world-acclaimed food businesses.
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Film projections included a video documentary which registered the mobilization and preparation of schools (students and teachers) for their participation in the event. This too was produced by students-doctoral candidates under the supervision of prof. Seremetakis. The Aftertaste of the event included aesthetic and gustatory interventions in the eating areas of the university by both local citizens and students, as well as the installation of a handmade compost bin on university campus. The event was attended by over 500 citizens, 179 of which received certification, among them 76 undergraduate and graduate Students, and it was covered by local and national media. As prof. Seremetakis stated in the media, this certainly offers a different picture of Greek crisis than the one prevailing in the news. This, if I may add, is a prime example of public anthropology in a country where anthropology has no public face. Alex Argyriadis University of Peloponnese, Greece Program on Everyday Culture, everydayculturehellas@gmail.com
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Structural consuming society and juvenile culture: The speculation of a relationship E. Kalerante1 ekalerante@yahoo.gr & C. Zachou2 czachou @gmail.com
1. 2.
Lecturer, University of Western Macedonia Professor, Deere College
Abstact In our study, the relationship between the consuming society and juvenile culture is investigated. Observations based on external and internal interpretation regarding the young as a social category in relation to consumption within the globalized society are analyzed. Juvenile culture construction is based on the signifier-signified relationship which plays a crucial role regarding the youngs integration into social reality. The ceaseless population transfer, commodities transportation along with information and tendencies dissemination are conducive to a super-national juvenile relationships network, targeting, essentially, to an artificial reality. The commodity-mediated self emerges replacing what is old or traditional. Happiness, actually superficial, is achieved through the adaptation of a certain lifestyle based on the consumption of material elements. Certain boundaries determine a youngsters integration into or his exclusion from the social domain. Mass commodities and services consumption welcomes the youngster into the social group whereas the opposite marginalizes him as the other. Eventually, the symbolic code acquired is what directs the young to define their personal and social identity and integrate themselves into successive social domains. Key words: juvenile culture, signifier-signified relationship, integration, lifestyle, commodity-mediated self.
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Structural consuming society and juvenile culture:The speculation of a relationship
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1. The young as a category: definition and conceptualization based on external and internal interpretations The term young, as a social category contains the diversification of the age group while, at the same time, it theoretically incorporates schematic definitions, in terms of external characteristics attributed to it following an interpretation or postinterpretation of typologies that contain it. Thus, signs 1 , responses or choices are attributed to the young so that unifying models or categories are schematized. These observations are, in terms of evaluation, formulated within the framework of a society that has maximized the limits of social tolerance, acceptance and its positive reference to the other in relation to the other. Therefore, the public outside the juvenile culture, usually the adult public, re-interpret signs, delimit relationships and formulate meanings in a continuous procedure of reading through comparison. It is about a legalized process within the frameworks of the changing and timeless postmodern social reality. Thus, semantically speaking, it seems that the adult public and the young public compete within a system of delimitations, reevaluations and interpreting schemata which eventually express and diversify their cultures (Clarke et al. 1975). The content tracking of juvenile culture is conducted through the collation of the distinctive, comprehensible elements which diversify it and define the different fields of the reality ideological interpretation in the deterministically fluid relationships of present past future, in which individuals move, either directed or in the form of a dynamic presence, that project the different interrelations of the economic, social, political factors as the beginning or the end of a period. An exemplary representation of the juvenile culture dynamic presence is that of the 60s. It is characteristic that the different textual consideration composed by the multiple juvenile subcultures, selectively that is from subjects outside subcultures, was categorized as a symbol projection of a unified juvenile culture. At this point, exactly, the subject presence and discourse outside subcultures, that isolate symbols, lay, settle meaning, and formulate themselves a consideration through their own inter-textual composition. The unifying category young is, therefore, an external construction, a projection perceiving them as a universal category, an undiversified, homogenized whole. Juvenile culture pursues signs, its own universe of expression, through the prevailing intellectualistic relativism that permits transitions to alternative approaches. Juvenile virtual inspirations, symbols as versions or mutant forms and concepts of aesthetics and civilization, especially in its organization, are notionally detected and signaled, conducive to (re)conceptualizations and innovative suggestions. A total of notions, evaluations and discourse expressions are, therefore, formulated in juxtaposition to rationalism attributed to the adult public which is perceived by the young as an expression of the western culture prevailing model. On the basis of these evaluations, the adult conservative text, as a total of commonplace prefixes with the revised youngs subverting text, is diversified and collated (Fiske, 1989).
1
In our text signs refer to words, images, gestures, objects etc. especially for the relationship among sign, meaning and code (see indicatively Fiske & Hartley, 1978).
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Thus, from the long enlightenment narratives, as absolute interpreting schemata, the young pass to the questioning of the dictated adult paradigm and prefix their own versions of life, system, individual role, social relationships, political and cultural expression. Nonetheless, the postmodern status which, by definition, favors the fragmentation and the schizophrenic partition as a statutory act, leaves unaffected the young public itself. If the one aspect of the issue is, eventually, the external interpretations for a theoretically close and unified juvenile culture, the other one, that of special interest, is the interpretation of the individual or individuals as informal members of the category young and their integration in juvenile subcultures. Issues of their own personal interpretation of their world and representations are posed here as multiple signs in a globalized social reality 2 , which integrates them into the subcultures microcosms diversifying them as an age category on the basis of integration tied to acceptances and identifications. In juvenile subcultures the breaking of the semantic chain projects this way as expected and tolerable. The selective procedure of considerations, ideologies, signs as the first phase of constructing a juvenile culture is organized into a new reference framework, on the basis of an innovative plan that legalizes the special and non-correlative signified 3 and any montage or collage derives as the final product. The young within the framework of the prevailing social fluidity and through a wide spectrum of infinite and, eventually, chaotic selections is invited to choose and construct their identity (Riesman, 1961) and integrate themselves (Berger, 1973). The homeless young, under the interpretation of textual versions that function as being assumed defines his social self and constructs his collective identity, through the subcultures, that eventually are invited to express their identifying codes and the social framework of meanings so that the individual is integrated and functions interactively as an active subject as well as within the subculture normative, disciplinary or ritualistic framework. Under globalized conditions, gradually, in the various socializing phases, juvenile cultures appropriate pre-existing dreams and desires which accordingly stylize, make apropos, readjust consuming, through the same means, massive products. It is about a process which the same selected points, ficticiously enriched, legalize the already existing procedures and means by subject captivation; so that one could ask oneself where the new is. Is it invented by the young or, eventually, was it the common product simply consumed in another fashion? A labyrinthine course through symbols-expressions, not merely linguistic, makes us confront the schematized contradictions within the same structure of the young culture expression and organization and in their interpretation in a reformation phase
2
Fiske & Hartley underline that the signified is arbitrary, the outcome of the cultural way of thinking (Fiske & Hartley, 1978). 3 Jameson uses Lacan to describe schizophrenia, the fragmentation and the instabilities of postmodernism based on linguistic disorder. (Jameson, 1984). Cite Lacan refers to a ceaseless sliding of the signified by the signifier (Lacan, 1977). Derrida pin-points the free game of the signified (Derrida, 1978).
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through a symbols and signs fragmentation in which the safe chain sign-signified is perturbed. In particular, the use of symbolic codes defined and delimited in different cultural environments to be chosen by juvenile subcultures and repositioned through semantic interpretations and uses on new reference pivots is observed. The symbols selection and interpretation criteria acquire, therefore, special significance since they should be consistent with the subculture value system, its consideration and the individuals-members that will potentially frame it. It is about a juxtaposition procedure both of the broader adult culture and the other young subcultures. Through the re-evaluation and re-meditation procedure on the different stages of forming signifiers (Eco, 1976) and collective representations their textual homologies are composed. These textual homologies in the form of constitutions (Hall et al. 1978) as well as the interactive participatory representation function as signs, with close interpreting signified for members that at least, informally, have accepted the framework and regulate their attitude and behavior on the basis of predetermined establishments. Therefore, gradually, the individual initiation ritual to juvenile -ready -to -consume cultures as well as the Gordian knot of plot and semeiotics acquire a special interest. Importance is placed both on the discourse structure and the word usage as well as on the representation symbols available to the consuming market. The same signs, therefore, as patterns, ideograms and stereotypes schematize a universe of contrasts and multi-power structures composition in postmodern unifications. These compositions are characterized by heterogeneity that is the generation of meaning which is not a one-way, stable and commonly recognizable for individuals outside culture. If someone does not focus on stability or not of meaning, one should be concentrated on the means and procedure, the magic world conducive to juvenile destinations, to the postmodern style. The contrasting discourse projected by the young in contradistinction to the means appropriated by them in order to express themselves should be underlined at this point. While, that is, the logic of opposition to the status conventions and the consuming culture thoughtless acceptance is used, they themselves play in the consumption by making symbols and external determinations e.g. special clothes, accessories etc. generating considerations and standardizations for a style by which someone is accepted or marginalized. It is, therefore, about a game of images, social representations, theatrical versions (Goffman, 1971) in which the roles are predetermined through definitions within the framework of juvenile culture. What differentiates and, theoretically, liberates it by the different meaning of the commodities to be consumed, concurrently confining it and identifying it with a style dictated in its inside. In particular, a dynamic crashing discourse is observed to be expressed since the use of symbols in the group representation is borrowed by the consuming commodities theoretically being criticized by the juvenile subcultures as pseudo-products in ficticious dictated needs (Marcuse, 1972). Therefore, they themselves, under semeiotic selections, categorize and legalize conventions and identifications through consumption itself. Eventually, with their own idiosyncratic consumption that functions as a group symbolic delimitation, the prerequisites for integration into it are set. Therefore, the symbols to be consumed acquire a normative character permitting the schematization of the members collective identity. The aspect of consuming for the creation of distinctive symbols by juvenile subcultures is
Culture Journal Structural consuming society and juvenile culture:The speculation of a relationship 4
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eventually identified with as a principle and standpoint under the value prefix of the capitalist market, that under communicative terms is tied to the modern, apropos, present and temporary. Concentrating on symbols and, essentially, the consuming logic appropriation, juvenile subculture uses expressional means, as tools, removing past consolidated schemata in their semantic codes, such as the social class. They, therefore, elevate an imaginary unity based on symbols and unifying signs equalization for their members who deem that they cancel social inequality in practice and the long narrative on social classes in theory. Discussion is, therefore, made over an ideology with the outcomes of a moral and value model composed by, theoretically, classless conceptualizations. The normality within juvenile culture seems to be determined by, typically, neutral political and social symbols. Emphasis is placed on the fact that politics is not rejected as a code, which is the stereotype of a divisive environment, but it is rejected as an unknown universe of signs, which are not expressed in their own juvenile semantic universe. A framework of juvenile culture in which the spiritual being is co expressed along with the social and political one is, theoretically, formulated (Jenkins, 1996). Deductively speaking, the concept of democracy and equalizing justice functions within the juvenile culture since this one itself poses, theoretically, the question about the stable and righteous society of free and equal citizens. By sanctioning the asymmetric, among each other, philosophical, moral and religious doctrines, under the terms of political liberalism, the prerequisites of a successive consent are sought after (Rawls, 1993). Socialization in this level, within juvenile subculture functions as a dynamic procedure of open re-meditation and re-conceptualization of situations, symbols since the juvenile subculture itself is estimated with the modern set as its own definition. Moreover, what is of special value is, eventually, its brainwave to combine signs and redefine the signified in an attempt to preserve symbolic limits in the avant-garde and originality quest, especially when other groups potentially appropriate their own symbols. In other words, the facticity itself acquires significance in subculture texts, in which it is included, and constructs the claims of truth by securing in this manner its acceptance and preservation. Its theoretical and expressional content is eventually reformulated re-supplied by the synchronizing interpretation of reality. The socio-spiritual attitudes formulated among members seem to concurrently function as selective evaluations, an outcome of these expressional symbols interpretation, whereas they themselves readjust, unify and schematize patterns giving the opportunity to the new composition to be elevated, adopted and adjusted to ideological signs, the subculture expressional means. Interaction relationships, formal or informal, which are regulated by a positive freedom 4 concept definition, the acknowledgement under the member capacity and its acceptance by the others are formulated within the subculture.
4
About the concept of negative freedom in the classical liberalism and the positive freedom as an outcome of the institutional defense of the democratic minority, as defined by John Stuart Mill see (Sparks & Isaaks, 2004).
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While the adult flamboyant consuming (Veblen, 1925) is criticized and juvenile subcultures dictate a form of consuming through which they declare their presence and are not equated to adults. But this dimension does not seem to be evaluated since the juvenile contrast, the crashing discourse and controversy are projected. The juvenile selective consumption and the usual economic sources non-correspondence to the purchasing power-consumption are intentionally overlooked. In particular, it is observed that an external interpretation of juvenile subculture, in order to appoint the juvenile standpoints and perceptions differentiation or the dimension that the young represent the group off conventions, elevate the pure and clean of their age category and identify them with the dynamics of the system change5. This evaluation is the outcome of the standpoint that the status of truth as a synonym of the prevailing ideology (Foucault, 1987) is not to be appointed, but the plural definition of statuses of truth that subcultures potentially express. The positive attitude towards subcultures is related to the evaluators educational capital and their standpoint in hierarchy. The probability of tolerance or approval seems to be increased in cases in which the evaluators have increased possibilities of free choices in the economic and social domain (Kalerante, 2008). 2. Mediating codes of projection and promotion of the products to be consumed. Juvenile subcultures ranging from punks and emos up to different lifestyle groupings construct a series of symbols around a notional pivot defined from inside and emotionally investing forms, as a dynamic relationship of dependence and definitions in a dynamic contradistinction against the established logic-centered, rationalized system. From absolute despair up to the exaltation of love a grading of emotions corresponds to a framework of symbols and signs which, theoretically and practically, delimit a code in which pattern, through the expressional symbols, is open to clarifications and enrichment. This open character corresponds to the more general postmodern demand for relativity, fortuitousness and formlessness and, theoretically, incorporates the classless juvenile population. Within the youngs everyday life tinged concepts, theoretically unconventional and independent, come into view. The expressional patterns give content-form to juvenile subcultures. The geometry of relationships is defined by the relationship determined by external symbols and the flexible signified so that the discussion is about defined relationships, through a language or meta-language that acquires meaning beyond the linguistic conventional codes. The signal discourse by which they mainly express themselves appoints the flexible forms of expression that secure adaptability in the changing conditions. As a communicative style, it compresses notions, which through their learning, ritually, integrate, functioning as an initiation system. The question that is plausibly formulated is how juvenile subcultures and their symbolic codes are formulated in a globalized environment. It seems that the evolution of a super-national culture as this is supported by the Media and expressed
5
Cite under the North Suburb writers evaluation. Graffiti in these areas are evaluated positively by the upper strata within the limits of originality, if not of cultural suggestion and perspective (Kalerante, 2005).
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with continuous and unhindered population transfer, commodities transportation, information, cultural elements and tendencies dissemination is prevailing. The supernational systems formulate clich messages while, at the same time, under an image montage, they juxtapose or and, theoretically, abolish the separating social or national lines and encourage the young to integrate into the market, while, concurrently they co-formulate the interethnic juvenile relationships networks by generating and activating communities of feelings by means such as image, music, art, fashion, technology etc. formulating according to Baudrillards terms (Baudrillard, 1983, Butler, 1999) the looking which is a form of artificial reality, prevailing in the modern era. The globalized culture functions, in this phase, in terms of unification since it offers the globalized generation (Edmunds & Turner, 2005) a common reference point that will permit it to outflank the fragmentation of the postmodern situation. Even if the long narrative is not brought back, converging notional domains are constructed, as a new type of homology (Hebdige Dick, 1979). A kind of macro-code consisting of different partial codes which the young use to interpret a reality and share experiences by attributing to meanings, generated within the codes, the concept of the familiar or natural is composed. The power of the globalized symbols lays exactly at their functionality to create integration prerequisites by generating audiences or social webs, overcoming the typical categorizations. In such a procedure, the rules system that formulates the dialogue (Eco, 1976), the estimation, essentially, of means, signs and subjects is appointed. Playing, actually, within the globalized system juvenile subcultures deductively filter their expressional means by isolating, apart from the social class, religious or national issues. Thus, pure patterns, super-national, prejudged as unifying channels and disdaining the notions of convention and historic past based on the historic secession with local ethnic criteria are formulated. The promise of cosmopolitanism mediated by the use of consuming commodities, cancels any separating lines by prevailing utopian projections 6 . Consuming commodities is ideologized as an imaginary liberating agreement, a utopian definitions contract, individual integrations, identities construction through the use of new symbols-signs that permit, theoretically, transgression. It is observed that the individual, product of a massed society, is self-defined under social, ficticious and virtual relationships, communicates and interacts through predefined patterns beyond the narrow boundaries of the local environment or personal and mutual relationships. The commodity-mediated self (Ewin, 1976) reinforced by the voluptuous culture of narcissism (Lasch, 1977) in the ideal time-space, is juxtaposed to the old, worn-out, rigid, local, and traditional. Perhaps the concept of consuming is eventually interpreted in different ways by the members of juvenile subcultures and those of the prevailing culture. It is about the risking of liberation, equality, democratization which acquires a different content through the different
6
Various theoreticians use, instead of the term utopia, the term dystopia wishing to express their critic over the capitalist system that gives feedback to the dream of a consuming paradise, whereas, in reality, individuals confront inequalities, flamboyant consuming, the worn out community, citizen society corrosion, extreme individualism, narcissism, and commodity fetishism. Under this sense the consuming paradise turns to a hell (Aldridge, 2003).
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readings of consumption by the corresponding groups. Fiske talks about an idiosyncratic democracy, the Marking Democracy as he calls it, in which the consumer conquers, juxtaposes, opposes, subverts and, eventually, changes the notions by which manufacturers coat the commodity. Fiske, in other words, reverses the School of Frankfurt classical standpoint about a mass society and its omnipotent impact of the cultural industry (John Fiske, 1989). Juvenile cultures, usually, by utilizing single symbols of the prevailing consuming culture, which characterizes as conservative and past, recomposes and projects them as a subverting apolitical product. Thus, symbols are not perceived as invariabilities, but through their deconstruction and separation procedure from the old framework of their meaning they are decoded as a new communication system (bricolage) and, therefore, post-interpretation (Hebdige, 1979, Gelder, 1997). 3. Metaphysical felicity, happiness, elements of the consuming society as juvenile subculture content. Selecting to integrate into a subculture is dynamically tied to a grid of choices related to preferential utilitarianism 7 which is defined and interpreted with assumed representations with reference to happiness. Adopting a style, expressed under a total of distinctive signs functioning and being defined as signified by the same entities, corresponds to the terms of an informal convention about the maximization of voluptuousness, not only as a result of integration, of participatory interaction under globalized terms, but, mainly, through consuming commodities tied to the juvenile culture itself. In market terms, the young as members of a culture also become customers, function (Aldridge, 2003) as members of a broader group of consumers. Indeed, the particular, the special product for a subculture e.g. clothing, acquires a special category (Rubinstein, 1995) for the market. The degree of peculiarity, the different, as a juvenile choice is tied to the conventions that the juvenile culture would theoretically subvert namely money, inequality and ecologic distraction. The money culture itself (Simmel, 1978) signifies the youngs life attachment to the capitalist society means by the declassification of all special values that potentially professed. Therefore, the young, through a lifestyle, are integrated to consumer groups opening, perhaps, under other terms the issue of classes (Clark et al. 1975, Hebdige, 1989) and the social differentiations, as it has already been mentioned. Material elements, therefore, acquire a special importance since they formulate and, concurrently, record preferences within a framework of signs enrichment and readjustment so that, in theoretical terms, a signifier signified relationship functions within the boundaries of the co-formulated juvenile culture. But this relationship with consuming and maximization of prosperity cancels the potentially equalizing affluence that would function in the ficticious juvenile group since the issue of sources distribution is posed (Dworkin, 2006) to fulfill the
7
Reference is made to utilitarianism in the sense ofconsequentialism. This dimension defines the good or bad based on the actions consequences, overlooking the notions of fair or unfair (see general about Jeremy Benthams utilitarianistic Liberalism in Kitromilidis, 1996).
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expressional needs in a connection where the alternative expressional forms presuppose the purchase of commodities and services. Even participating in common activities presupposes economic transaction. The subject socializing procedure, therefore, in a juvenile subculture presupposes the organization of a method by which its confidence towards the system choices will be reinforced. Thus, the concepts of democracy, security, familiarity acquire special significance as systems of explicit social conventions with the theoretical possibility of equalizing through a dictated mimic. Democracy is tied to individual freedom and the possibility of commodity circulation either it is about a material thing or a cultural good. The expressional means give individuals the possibility to accept messages, to group signified to choose and become self-realized through the boundaries of social and political definitions. The youngs perception about the system boundaries is based on the schematic and successive interpretations they render, as members of the juvenile culture, to the social reality through a roughed draft, mainly, of the control mechanisms. Juvenile culture contains the term of juvenile isolation from social conventions through the appointment of the youngs devotion systems to the group aspirations, while at the same time a system of evaluating rules informally regulating the collectivities with a secrecy, typicality and ficticious solidarity code is formulated and prioritized. In this phase the initiation rituals (Van Gennep, 1960; Bell, 1997) the behavior codes and signal discourse indisputably compose textual myths with a confined interpreting public, that of the initiated. Reference is especially made to control systems that the young attribute to adults, as a system continuously evolving and becoming sensitive by integrating structures of other systems with the simultaneous utilization of technology. They feel to be supervised, directed through an established, super-visual surveillance as practice of free and disciplined discourse. In other words, reference is made to authority structures as a suppressive and unforeseen power which through the narratives and forms of knowledge pursue to keep them in chains8. The young themselves use technology and virtual reality by improving the communication, contact, influence channels through a system of juvenile culture subdivisions to groups, in which power lays within the unification of different individuals in globalized systems. The consumption objects, therefore, compose a total of signs that are given meaning by the game of signs differences. The game of voluptuousness (Baudrillar, 1968) is secured through the estimation of fulfillment which the subject is deemed to feel. Within this framework a super-reality comprehensible and felt to the same entities is formulated by the consuming culture. By Laschs terms, extending the concept of private family they seek among juvenile groups a paradise in a heartless world (Lasch, 1977).
8
The discourse schematization and practice and the knowledge and authority relationships to formulate social institutions are the basic conceptual starting pivots of approaching the boundaries of knowledge over man and society (Foucault, 1987).
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In all stages, the passing from juvenile culture presupposes the development of social bondages which are linguistic, actively linguistic games in which the young participate by individualizing the social, as a pre-stage to the adult world, in the perception of authority through the dispersed ambiguities of narrative elements (Lyotard, 1984). 4. Consuming and juvenile culture: the young integration and exclusion boundaries The issue under discussion is whether the youngster can remain outside a juvenile culture and what eventually means to be a different youngster (Stratton, 1997). In this stage, their socialization in juvenile culture acquires a special significance since the integration and acceptance dimensions control the access possibility to the signifier and signified grid of the juvenile culture or the preferences framework chosen by the youngster. Whatever the cause from involuntary non integration to the voluntary choice the youngster starts with a deficit, lacking a life stage. The social position and organization of his personality acquires significance and definition through integration to social structures regulating totality and determine broader correlations and normative models. Social integration, therefore, regulates the acquisition of social identity which contains the view of the self through the others. It is about the social aspect of meaning based on the inter-reaction relationships and situations. A deficit in the social self formulation entails marginalization on successive levels. In the first phase, he is marginalized as the other, his non entrance to the consuming of cultural and material products makes him distinctive and selectable, as different, loosing safety9 and the invisible protection that a juvenile culture and the imagined community, the identification with the others10 secures. The system itself wishes to develop and promote juvenile culture for different reasons. Postmodernism has legalized difference and otherness by accepting juvenile culture patterns as fragmented probable worlds or asymmetric spaces 11. They are not, therefore deemed, by definition delinquent, threatening for the social system and, thus, their confrontation is milder or and their attitude is positive in some cases, as it has already been mentioned. Indeed, within the framework of the postmodern society co-existing model, the system accepts and acknowledges them as alternative expressional patterns lifestyles which eventually express a particular age category, in a transitional phase. So, they are the choices of a specific life-cycle stage and, therefore, temporary and insignificant. Moreover, through their particular aesthetic standards, the acceptance of the utopian cosmopolitanism transcendence, their consuming behavior is reinforced and new pockets permitting the capitalist system prevailing and reinforcement in a globalized scale open. Eventually, the system seems to integrate an informally institutionalized, controlled doubt. The young themselves as a group adopt a value system, indirectly appropriating system elements which reform
9
Giddens refers to the co-dependent individual to define the I want in order to preserve the ontological safety (Giddens, 2005). 10 It is used with some dissoluteness, reference is made to the known concept by Benedict Anderson (1983) imagined communities to refer to subcultures essentially diversified from the classic concept of community implying attachment to place as well as duration and stability (Gelder & Thorton, 1997). 11 It is about the definition, according to the definition of heterotopias (Foucault, 1984).
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and stylize as well as formulate on its basis a rules, informal laws, formal evaluation system and dictate attitudes and perceptions that will be, during their maturation, cohesive elements of the structural systems in which the young will reintegrate. If, up to this point, special attention to the isolated subject was given, now the social subject, which, being marginalized 12 , is not integrated in juvenile culture, by cancelling, as a stage the course towards social integration in broader groups and systems that are self-regulated and organized based on the pre-ficticious procedure in youth through juvenile culture is appointed. The loss of experience within juvenile culture with the non reception of images and situations as signs of the social world as that of culture generates an incomplete notion construction and a disrupted perception of the social self in relation to the social reality. The integration and acceptance, therefore, of the symbolic code of a juvenile culture is perceived as a pre-stage for integration in successive social domains. The non delinquent action through juvenile subcultures functions as a place of tension decrease, doubt phenomena unbending and, eventually, gradual familiarization with the system. The controlled contrasting discourse schematizes the legal expression of a different aspect which does not enfeeble social conventions, does not cancel them but contributes to their preservation, even if it seems to be tested or readjusted. The fluid ideological domain of juvenile subcultures renders them more expressional suggestions rather than standpoints and attitudes towards the social reality. Juvenile culture is constructed by reinforcing a chaotic and fragmentary experience, offering a reading utopia which usually does not manage to defend the colossal pessimism by moving under tension between mysticism and melancholy. It detects decadence yet it is shown to be entrapped in innumerable various structural capitalist dependences in which even the emotions are invested. The various expressional symbols formulating style as well as gestures, attitudes are the allusions, the textual references to a doctrine that does not exist, to an ideology which is sought after, to a free individuality that is not in existence. Thus, mimic is proved to be the par excellence of playing and preserving a myth, that of the juvenile different subculture.
Bibliography
Aldridge, Alan (2003). Consumption. : Polity Press. Anderson, Benedict (1983). Imagined communities. : Verso. Barthes, Roland (1968). Elements of semiology. N : ill & Wang. Barthes, Roland (1972). Mythologies. : Cape. Baudrillard, Jean (1968). Le Systeme des objets. : Gallimard. Baudrillard, Jean (1983).Simulations. : Semiotext(e). Baudrillard, Jean (2000). /. . : . Bell, Catherine (1997). Ritual: Perspectives and dimensions. : Oxford University Press.
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Generally about the exclusion issue (see Kaftantzoglou, 2006).
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Berger, Peter (1973). The homeless mind: Modernization and consciousness. : Vintage. utler, Rex (1999). Jean Baudrillard: The defense of the real. : Sage. Clark, John et al. (1975). Subcultures, Cultures and Class, Stuart Hall & ony Jefferson (.). Resistance through rituals. : utchinson. Derrida, Jacques (1978). Writing and difference. : Routledge & Kegan Paul. Dworkin, Ronald (2006). I/. . : . co, Umberto (1976). A theory of semiotics. : Bloomington. Edmunds, John & Bryan S.Turner (2005). Global generations: Social change in the twentieth century, The British Journal of Sociology, 30(4), @. wen, Stuart (1976). Captains of consciousness. : McGraw Hill. Foucault, Michel (1984). Nietzsche, genealogy, history. Paul Rabinow (.), The Foucault reader, .78-95. N : Pantheon Books. Foucault, Michel (1987). E, , /. . : . Fiske, John (1989). Understanding popular culture. : Unwin Hyman. Fiske, John & John Hartley (1978). Reading television. : Methuen. Gelder, Ken & Sarah hornton (1997). The subculture reader. : Routledge. Giddens, nthony (2005). /. . : . Goffman, Erving(1971). he presentation of self in everyday life. X: Penguin Books. Hebdige, Dick(1989). After the masses. Stuart Hall & M@. Jacques (.), New Times, : Lawrence & Wishart, @. Hebdige, Dick(1979). Subculture: The meaning of style. : Routlege. Hall, Stuart (1976). Subculture, culture and class. Stuart Hall, John Clarke & Tony Jefferson (.). Resistance through rituals, : utchinson. Jameson, Frederick (1991). Postmodernism, or the cultural logic of the late capitalism. : Verso. Jenkins, Richard (1996). Social Identity. : Routledge. , (2005). ; , , . 97-127. : , @. , (2008). . : ( ). , (2006). : , . : . , (1996). . -: . Lacan, Jacques (1977). Icrits. : Tavistock. Lasch, Christopher(1977).Heaven in a heartless world. : Basic Books. Lasch, Christopher (1979). The culture of narcissism: American life in the age of diminishing expectations. : Norton. Lyotard, Jean F. (1984). The postmodern condition. M: Manchester University. Marcuse, Herbert (1972). One Dimensional Man. : bacus. Rawls, John (1993). Political liberalism. : Columbia University Press.
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Riesman, David (1961). The lonely crowd: a study of the changing American character. : Yale University Press. Rubinstein, Ruth (1995). Dress codes: Meanings and messages in American culture. : Westview press. Simmel, Georg (1978). he philosophy of Money/. Tom Bottomore & David Frisby. : Routledge & Kegan Paul. : , 203-250. Sparks, Chris & Stuart Isaacs (2004). Political Theorists in context. : Routledge. Straton, Jon (1997). On the importance of subcultural origins. Gelder, Ken @ Sarah, hornton (1997). The subculture reader. : Routledge. Van Gennep, Arnold (1960). The Rites of Passage/. . . Vizedom G.L. Caffe. : University of Chicago Press. Veblen, Thornstein (1925). The theory of the leisure class: an economic study of institutions. : Allen & Unwin.
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Culture Journal [VOLUME I ISSUE II]
Mourning in Infancy and Childhood Agathi Argyriadi1, Alex Argyriadis2

1. Agathi Argyriadi: Psychologist PhD(c), Lecturer 2. Alex Argyriadis: Phd, Phd (c), Lecturer
Introduction This paper addresses the issue of mourning, focusing on whether and how an infant is able to mourn. Through dialogue between Bowlby, A. Freud, R. Spitz and M. Klein, conflicting views on this issue come to the surface. Moreover, there is described the emotional states experienced by the child after the loss of a parent object in particular, the similarities and differences in feelings and behavior to adult children, and presents views on how a child can understand the meaning of death. Finally, it examines the main features of pathological grief and some ways in which it can support the environment and the remaining relatives of a child who mourns. The concept of mourning The concept of mourning is used to denote the psychological processes that occur primarily from the loss of a beloved object - person, leading to 'removal' from it (Bowlby, 1960, p.2). For Freud, The grief is "the reaction to the loss of a loved one with whom we maintain an emotional bond (libidinal object) or an abstract idea to replace it," ie ideal home. (Freud 1917, in Vacque, 2001). This is a complex of mental process. It contains the reaction to loss, the processes of grief and pain, relaxation of links with the lost object and the gradual compare with new objects. To these processes that occur, ego must be relatively well organized (Maratou, 2011). It is also argued that the image of mourning is similar to the symptoms of depression, such as the painful mental state for the mourners, loss of interest in anything made in the external world and inability to replace the person for whom mourning occurs, but nevertheless both statements should be separated. (Freud, 1917).
Culture Journal | Mourning in Infancy and Childhood 1
Child's emotional state When the libido is withdrawn by the lost object, until you reconnect with another new, there can be seen either (a) investment and reinvestment in the body and then there may be physical disorders such as anorexia or hypochondria occupations, or (b) over-investment image of himself trends with omnipotence and grandiosity as narcissistic imbalance. (Maratou, 2011). Even at the level of the child's behavior in real or psychic loss, especially of a lovely object, it is observed sadness, despair, anxiety and protest. Klein and Bowlby tend to equate these emotional situations with grief and depression.
Theories about the ability of a small child to mourn On the issue of whether one of very young age is capable to mourn, in the past there was a dispute between John Bowlby, Anna Freud, and Ren Spitz. Research scholars (Robertson, 1953b, Heinicke, 1956), clearly show that very young children express their grief openly, at least for a few weeks, crying or otherwise while others, such as Freud and Spitz disagreed with the view that infants and toddlers mourn. They also exclude the hypothesis that the development of neurotic or psychotic character is sometimes a result of mourning in childhood and it takes medical direction. More specifically, below the average loss is Bowlby's separation. Children - even those who do not speak - mourn the same way as adults and with the same sequence of reactions, in the most immature form, such as increased mobility or behavioral disorders. These responses affirm the child's ability to mourn and to pity. In addition, grief at the age between 6 months and 4 years of pathognomonic character because the processes of mourning have adversed effects on personality development. (Bowlby, 1960). For Bowlby, at the age of six months, the child reacts to separation from his mother with a series of reactions dominated by protest (Protest), disorganization / despair (Despair) and release (Detachment). Bowlby initially paralleled those reactions with the respective phases of mourning. The phase of Protest (Protest) is characterized
by the urgent desire of recovering the lost object at a period of months or years. When a healthy child, from the age of 6 months, away from his mother, initially reacts by crying and insists on looking. He also interprets various environmental factors, as indications of his mother's return. Moreover, there may be a crisis that bursts in tears, deeply concerned and produce insomnia. The child also expresses anger because of abandonment and loneliness it feels after the loss. The child is, or actually fighting or thinking to reacquire the lost person who blames neglect. Anger is an integral part of the response, even when turned to the lost person and work, including to prevent a new abandonment. Anger is a basic requirement to follow a healthy grieving process. Finally, during the phase of the protest, the child may reject other persons offering care to accept or selectively. (Bowlby, 1995, Strati). A typical example was a girl of 17 months who had been separated from her mother, who consented to her arms to a nurse, but always having her back turned to her. (Freud & Burlingham, 1944). The protest and anger claim back the charges against the lost person to leave a reaction to the loss of parts, that is, automatic reactions, inherent in the body. (Bowlby, 1995, Strati). In the phase of disorganization, the child becomes quieter, but a trained eye can see that the absence of mother continues to employ and waiting her return. In this and the previous phase, the feelings are ambivalent. If the first two phases have evolved sufficiently slowly hopes the child off and moves to the stage of despair. The third phase complets the work of mourning. During this phase, therefore the relinquishment of Reorganization (Detachment), new standards of conduct adapted to the new objects have now been developed. The child shows that abandons all hope of reunion with the lost person and fit to existing data. (Bowlby, 1960). Nobody goes in the same way or pace these phases (Bowlby & Parkes, 1970). The theory of Spitz Spitz, in his research in orphanages showed that a child may have feelings of sadness and live a depressing experience accompanied by a marked psychomotor retardation, when is separated from his mother. Spitz also, turned his attention to psychosomatic manifestations of depression in early life and described the phenomenon of partial deprivation and depression as retractive of a complete deprivation as institutionalization. The clinical picture, as described by Spitz, in
infants 6-8 months separated from their mothers for at least 3 months, initially included crying, withdrawal, refusal to participate in any activity, weight loss, increased susceptibility to colds . Moreover, delay in development, delayed reaction to adjustment and slow movement. After 3 months the children deprived had a straight face, difficulty in reaching out and burst into screams. The physical condition deteriorated (anorexia, weight loss, increased susceptibility to infections), and psychomotor development pace is considerably slowed. (Spitz, 1945, Spitz, Wolf, 1946). If you find a surrogate mother between 3rd - 5th month of separation, the picture of depression, gradually disappears. Otherwise, it evolves into a state of physical and psychological decline, institutionalization, the full emotional deprivation. The institutionalization refers to a serious set of regressions of growth, such as regression in psychomotor and emotional development, depressive states, increased susceptibility to infectious diseases, that is a whole range of medical conditions, while in fact these children are in excellent health conditions and nutrition and logistics of the institution are appropriate. The institutionalization leads to diversions and delays in the development of personality. (Spitz, 1945). Bowlby, criticizing, Spitz claims that he rejects the clinical phenomena observed and the processes of mourning as well as that the conditions for expression of adjustment depression are unclear and not sufficiently linked to the observations of theory. (Bowlby, 1960). The theory of Spitz, is more consistent with Freud's theory of melancholy. The theory of Anna Freud. The controversy over whether an infant is able to mourn, Anna Freud, contrary to Bowlby, arguing that the child has the same potential perception of reality with the child, so she prefers to talk about reactions to loss and not for mourning. He argues that 6 months of a baby life is a very short time to develop the child's ability to mourn. Mourning is limited to a transitional period of the loss, until the acceptance of food and care by another person. (Bowlby, 1960). To enable a person to process bereavement, spirituality needs a sufficient organization that requires the operation of the principle of reality and some control of impulses of the ego. (Maratou, 2011). The child before the age of 2 years, it is able to perform the appropriate
changes in the inner world through the control requirements of that. Thus, reactions to loss are governed by the pleasure principle, thus avoiding the pain. At the age of 2-3 years, a child who has conquered the sense of permanence of objects, can perceive the external event of loss. In very young children can someone observe regression to earlier stages and earliest forms of relationship with the new faces: eg attachment (clinging), dominance tendency, tendency to fight. It can also "lose" functions such as speech or walking. As for the aggressive tendencies, raw forms, such as biting or spitting and violence. Such events are observed after a major trauma, however, we can say that the loss of the libidinal object acts as a trauma for young children. (Maratou, 2011). Also, Anna Freud, opposes to the theory of Bowlby and the duration of mourning in the child of 1-2 years old, arguing that when a substitute is available, the mourning lasts 36-48 hours (Freud. A, Burlingham 1942, pp. . 52). The urgent needs require instant gratification. The small child, after a while, turns away from the mother's image in his mind, and is initially reluctant, to accept the care offered to him. It is unlikely for Schaffer & Callender (1959), even for children of 6 months to leave so quickly the image of their mother. The same supports and Bowlby, as well. Bearing in mind the work of Piaget (1937), he concludes that the development of the ego and the regulation of impulses, sensory and cognitive organization start from the first year of life. (Bowlby, 1960).
Understanding of the concept of death by the child On the issue of whether a child can understand the meaning of death, Bertoia & Allan (1988), argue that children under six years old, believe that death occurs in the elderly and may be reversible. Because of their egocentric thinking they consider themselves responsible. Children over six years express fear. Similarly, Black, 1994 states that children under 4 years old have not understood the meaning of death. Death is experienced as an absence of separation anxiety. (Black, 1994, Economacos, 2001). Like Bowlby and the Anna Freud, the Black emphasized the
Culture Journal | Mourning in Infancy and Childhood
adverse effects that have experienced deprivation on the later development of personality, making the person vulnerable to depression and anxiety as an adult. Finally, Raimbault argues that death is understood as a definitive separation in 18 months-2 years. A prerequisite is the acquisition of speech and symbolization, the conquest of the distinction between the animate and the inanimate, the concept of time, past, future, and causal relations. The little boy, tries to dominate over the fear of missing persons in the environment. Even taking a symbolization through the game, of course, we must not overlook the personal rate of progression of the individual and his environment. (Raimbault, 1996) In fact, if an infant does not fully understand the meaning of death, however, is able to verify the absence and sensed the change, especially if he lost his mother.
Similarities and differences between adult and child in the way they experience loss As to whether the loss of the parent object in an infant has similarities to the depression of an adult, Spitz argued that the depression of the small child who loses a parent object has no similarities with depression compared to an adult because of the inadequate mental structure of the infant.
However, certain behaviors and feelings of children are similar to those in adults, such as crying, sadness, anger and guilt (Worden, 1996). Very often children embody stress during the mourning with headaches or stomachaches. Furthermore, feelings of anger are externalized to classmates, teachers or other persons. (Tsiantis, 2001, Worden, 1996). The process of gradual withdrawal of emotions from the person's lost love object in order to invest in new faces is more difficult for children. The process of mourning in childhood usually follows a path, which in older children and adults is considered abnormal. (Tsiantis, 2001).
Pathological grief
For Segal (1994), it should be distinguished normal from abnormal grief. In the process of mourning the lost object can be kept alive and simultaneously the absence of the real world is recognised. In pathological mourning, however, there is failure of symbolic processes and the lost object is experienced as a physical presence, is that like someone carrying a corpse inside, and so do not place the process of mourning. (Segal, 1994, Economacos, 2001).
In pathological mourning there is an obvious lack of ability to openly express their wishes for recovery and blame the lost person, with all the longing and anger of abandonment. The child is also possessed of intense anxiety that can lead to fear of being lost and of the other parent or that would occur his death, but there may be a pathological hopeful reunion with the lost parent if you die and so expresses it as desire. Also troubling is the persistent feeling of guilt and self-blame that underlies the hyperactivity in child care over to others, a sense of euphoria, data identification with the lost parent, expressed through accidents. (Economacos, 2001).Finally, while the normal grief, the grief take over the other two stages, the stage of despair and disorganization, and these stages are followed by the reorganization and hope in pathological mourning, the child remains engrossed in thinking about the lost object, not only the organization of his life as if it were still recoverable, but continues to cry about it and often displays resentment and illness or anger towards his friends and himself, as a result of pathological grief, depression and other mental disorders. (Bowlby, 1960)
How a child is grieving
The child's grief is showed indirectly, in the game, the paintings as well as through changes in behavior (eg eating, sleeping), also, in occasionally crying. One moment it can be sad and a little later to scream with laughter and play casually.
Infants and the infant express their pain in their own way. There are frequent sleep disturbances, irritability, changes in appetite, emotional separation from those around infants and excessive contact seeking or disregard. (Vacque, 2001).
Family, school environment and the child who mourns
To support a child who mourns, adults should avoid silence, create interpersonal contact with the child and develop a stable relationship with it. You must create the necessary space to allow the child to express feelings, to be able to process the experiences experiencing. It is also important the recognition of mental power and respect of child's reactions. It would be good, parents and teachers to keep a daily routine in the child, because it feels that it has the sense of control in one part of his life. Children are not forgotten. They need to remember their loved one and keep a lifelong mental link. (Papadatos, 1999).
REFERENCES acque M. F., (2007). . : Bowlby, J.(1960). Grief and Mourning in Infancy and Early Childhood.Psychoanalytic Study of the Child, 1960, 15: 9-52. Bowlby, J.(1960). Separation Anxiety. International Journal of PsychoAnalysis, 41:89-113. Bowlby, J. & Parkes, C. M. (1970). Separation and loss within the family. In E. J. Anthony (ed.), The Child in his family. New York: J. Wiley. Bowlby , J. (1995). . :
Freud, A., & Burlingham, D. (1944). Infants Without Families New York: International Universities Press. Freud, S. (1917). Mourning and Melancholia. The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIV (1914-1916): On the History of the Psycho-Analytic Movement, Papers on Metapsychology and Other Works, 237-25 Klein, M. 1940 Mourning and Its Relation to Manic-Depressive States Contributions to Psycho-Analysis. 1921-1945 London: Hogarth Press, 1948 M, . (2011). . . , ., (2001), . . : . Raimbault, G. (1996). Lorsque l'enfant disparat. Paris: Editions O. Jacob Spitz, R.A. (1945).HospitalismAn Inquiry Into the Genesis of Psychiatric Conditions in Early Childhood. Psychoanalytic Study of the Child,1: 53-74. Spitz, R.A. (1945). HospitalismA Follow-Up Report on Investigation Described in Volume I. Psychoanalytic Study of the Child, 2: 113-117. Spitz, R.A.,Wolf, K.M (1946). Anaclitic DepressionAn Inquiry Into the Genesis of Psychiatric Conditions in Early Childhood, Ii. Psychoanalytic Study of the Child,, 2: 313342. , . (2001). , : Worden, J. W. (1996). Children and grief: When a parent dies. New York: Guilford.
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Social Exclusion and Education: An issue to be investigated by Health Education

Iliaki Chrysoula, Western Attica Health Education Head, ciliaki@hil.gr
Abstract The issue being examined by the present paper is social exclusion of particular individuals or groups of individuals and its consequences both to them and the broader society. Such groups are namely individuals that have experienced rejection throughout their course in life starting from family, the school system and ending up to adulthood. The economic and nationalistic status along with the lack of the educational asset, form the factors that are primarily conducive to individuals marginalization and their divergence from the so-called prevailing social culture and structure. The outcome from this overall social stance and state suppressive mechanisms towards marginalized individuals is the growing sentimental gap and distance among social subjects as well as the respective deregulation of society that stems from marginalized ones delinquent behavior. Correction interventions are suggested namely a communicative policy among family members to encourage self expression. Moreover, the role of school should be changed in terms of behavior modification and the creation of participatory models so that social integration of the excluded ones could be achievable and gradually realized. Key words: citizens society, correction interventions, delinquency, marginalization, social exclusion, state.
1. General theoretical references about social exclusion Social exclusion contains, verbally and notionally, a negative social definition as it is tied to the individuals marginalization. The excluded ones are expelled from society as inadequate and failures. If reference is made to students, it is about individuals sitting in the last rows of desks that usually remain alone and are prone to delinquency. If reference is made to working individuals, they are found isolated in their working positions being counter-productive and outside the working culture, with a feeling of being the strangers of the place while the concept of time has no meaning to their lives. Unemployed people experiencing the citizens society rejection as they are deemed spongers and remote from the system are also integrated in the social exclusion category. All categories refer to individuals experiencing a desocialization procedure that is they put themselves off society by developing individual choices usually characterized as anti-social or form groups of individuals under the common characteristic of the experienced exclusion by organizing actions which, for the most part, deregulate society. In liberal societies, social exclusion is reinforced as the welfare state is under continuous shrinking. The lower strata, therefore, cannot be reinforced through correction interventions on the various levels, namely economic, social and cultural. Thus, their integration into and satisfaction from personal pursuits becomes more Culture Journal | Social Exclusion and Education: An issue to be investigated 1 by Health Education
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difficult while the gap between the upper and lower strata and the distance between what is desired and what is achievable, under psychological terms, is broadened in terms of socio-political aspects. Within this framework, sorrow is experienced, a course towards zero. This same establishment of the social exclusion open form contains the concept of society and gives meaning to the individuals relationships with the society that is the negative framework within which there is an integration of individuals diverging from social behaviors and attitudes having been predefined as compatible with the existing social structures, the prevailing social culture and, in general, the social conventions deemed acceptable and acknowledgeable by the social whole (Bennet, 1998). In particular, what is of special interest is how the individual itself experiences exclusion, how it interprets social reality, how it feels and gives meaning to the situation. Therefore, the personal interpretation, importance and meaning by the subject itself are of major significance. Thus, exclusion acquires a psychological definition as what is reflected in the mirror is not society or the marginalized ones relationship with society but the marginalized person itself. Individuals experiencing exclusion gradually develop a rejection of their own self and form a paradigm of people without any sign of participation in the social, political and cultural present as well as in the dreams and plans about the future. When this phenomenon is regarded in terms of age, a structure of schematically three big categories is realized: a) excluded ones from the family, b) excluded ones from the educational system and c) excluded adults. In the first category, exclusions are generated by the family itself towards its own children by rejecting their personality. The family is either indifferent or evaluates in a negative way the childrens efforts and experimentations. Severity and violence create a negative atmosphere for children that gradually withdraw from the social forefront. Both the educational asset and economic status are determinant to such family choices. The lack of educational asset compatible with the prevailing educational asset impedes the family from perceiving their choice consequences as they cannot project to their childrens future. The bad economic situation of a family, even if the educational asset is present, seems to be conducive to choices potentially tending towards exclusion. Thus, working many hours or their experience of rejection is transferred either as limited time to get involved with children or an elaborated form of violence or lack of recognition of the childrens rights. Taking into consideration the fact that the educational system is based on knowledge provision and focuses more on the cognitive field it seems to pay no attention at all to the issue of humanism and social culture development. The educational policy is formulated on the basis of the middle urban class ideology and culture resulting in the exclusion of any aspect related to issues or situations projection that diverge from this model. Social exclusion issues are also integrated into this category. Therefore, individuals belonging to cultures different from the prevailing ones are rejected. Children of the aforementioned families are part of this category. Immigrant children are also part of this category as explicitly being in a more disadvantageous position and more divergent from the prevailing culture. These Culture Journal | Social Exclusion and Education: An issue to be investigated by Health Education 2
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students along with their peculiarities and their own profile are not contained in the educational procedure which is not constructed on the basis of their culture and language. Therefore, a large number of these children experience social exclusion both at school and in the social environment. They form the different, the other who is stigmatized on successive levels of social exclusion. The immigrant issue is tied to social exclusion as our country receives immigrants and if this issue is not to be investigated the number of socially excluded individuals will be continuously growing while, at the same time, any forms of divergent or delinquent behavior will be supported. The third stage is involved with socially excluded adults. This category contains the failures of the previous ones that is individuals having experienced exclusion both in family and at school and are now ready to definitely integrate themselves into socially excluded individuals and potentially dangerous ones. Even if they do not present themselves with an aggressive behavior or delinquent attitude towards society it still forms a serious issue because people that do not feel being citizens-members of the social system usually move within the edges of the social system. 2. The individual as socially marginalized It is observed that these individuals personally experience rejection, feel sorrow, melancholy and are mostly dissatisfied within the society without being deemed its members. A sentimental gap is therefore experienced as they are not able to develop positive feelings both for themselves and the people surrounding them. Being themselves the starting point, they are not able to love and protect themselves and touch the world with their soul. They do not see any colors, the beauty of nature, the peoples smiles. On the contrary, their world seems to be black while their emotions are confined surrounded by an expression of sadness, frustration, ambiguity and rejection. They gradually grow defendant against people whom they regard as enemies and dangerous entities. Thus, experiencing negative feelings is conducive to canceling any effort to contact other people while they are not able to experience strong feelings such as acceptance, recognition, love and situations such as friendly co-existence or desire for love all together presupposing acceptance of self and mutuality. Solitude is the only state in which they find themselves without being able to get away from it as the stage of establishing the self and promoting positive emotions and attitudes has been cancelled by the stance of the socializing carriers. In adulthood, mainly, the individual forms a system of attitudes having been formulated during childhood and adolescence by creating the stable environment of the marginalized individual (Kemmis, 2006). From the aspect of society, the marginalized individuals reactions and attitudes are passively encountered as the status quo is not offended. On the contrary, the intervention of society through its suppressive mechanisms is present when the individual displays an illegal behavior. In these cases, there are marginalized individuals who now as drug addicted people, rapists and criminals are sentenced by the law without their prior marginalization being taken into consideration. After receiving a sentence, they are marginalized even more and with a stigma and, thus, any effort to re-socialize them is cancelled. This situation is of special interest when there is an increase of the groups of socially excluded or marginalized people. From Culture Journal | Social Exclusion and Education: An issue to be investigated by Health Education 3
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their respect, there is a possibility of creating ghettos that co-exist under the incrimination of delinquent behavior or illegal act.
3. The social perspective regarding social exclusion Besides issues related to human psyche, the fact that society itself lacks those individuals who, in a democratic status, would be conducive to a reinforcement of democracy through their participatory action and their suggestions for the system reformation should be pin-pointed. For immigrants, in particular, marginalization acquires a negative function as rights vindication procedures that would potentially improve immigrants life and would create the prerequisites of limiting exclusion and delinquent behavior cannot be intensified. In their attempt to confine delinquency, states seem to ignore its cause, that is social exclusion, and no measures are taken to reinforce integration mechanisms and social incorporation. If the state, as an organized carrier, works for the organization of penal law in order to confront the socially excluded ones delinquent behavior, the citizens society seems to condemn through its own manner or to systematically reject individuals (Kemmis&McTaggart2001). While the citizens society could be expected to be more receptive and effective in developing supporting mechanisms for the marginalized individuals, it is observed that they are isolated by it through its activation of rejection mechanisms and their removal away from society. Additionally, the citizens society through its actions as well as the law and order intensify marginalization by-passing all probable moral barriers and values stemming from church and ideology. Therefore, the broader incorporations such as the organized state and citizens society that complete marginalization by making their presence intensely noticeable through the establishment of attitudes and mechanisms along with the severity of organized groups and the legalization offered by the carriers come to be added to the unfortunate family and school choices. As a result, the policy exercised by the supplementary centers of political and social authority focuses on an attempt to exercise social control, on the one hand, and to pose penalties legalized by the regulatory normative framework, on the other hand, which is acknowledged on the basis of the unwritten law, on the one hand, and the legal framework, on the other hand. If, therefore, behaviors can be imposed by the citizens society and the state through suppressing mechanisms then the marginalized and socially excluded one is the victim receiving the consequences of systems that systematically confine the citizens rights. Additional problems are generated by the individuals social exclusion as both the state and society lack those people able to create and offer due to the decreased human asset from which a society could derive to benefit by maximizing social benefit. 4. Action programs to confront racism Culture Journal | Social Exclusion and Education: An issue to be investigated by Health Education 4
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In order to confront the social exclusion issue additional fields should be activated to organize an action field within which they will be moving through the formation of supporting mechanisms. Thus, family, as the primary socialization cell, should be encouraged on the implementation of a communicative policy among its members. An appropriate education stemming from supporting groups and reinforcement programs could be conducive to the implementation of the communicative policy among its members. Special attention should be given to school organization. The school is invited to modify behaviors, to form actions able to reinforce participatory models. As a consequence, it should move on two levels. On the first one, it should get involved with students integrated into the marginalized categories and on the second one with students integrated into society. What should be foreseen for the first category students is a reinforcement system to enable their gradual integration into the school environment. Discussion, therefore, is about the efforts to organize a program able to respond to the pursued objective of social integration. The evaluation of student population and their needs in co-ordination to the program objectives is of special significance. On the basis of the aforementioned categorization for families in terms of economic status, educational asset and nationalistic status, additional integration programs should be organized. Since the economic status of a family can not be differentiated through school actions what could be done is correction interventions realized by the school conducive to the decrease of inequality by providing children relevant materials such as books, school materials etc. The lack of the family education asset can be replaced through two actions: a) towards the family and b) towards the children. In the first case, counseling programs for parents about their role in their childrens education are implemented. Their actions and choices are associated with the dynamic development of social bonds that reinforce collaborative acts and actions. A dialogue within the family is developed in order to psychologically strengthen and reinforce it along with their psychological status and social profile. The supplement of the work realized at school, its reinforcement and creation of those conditions to make children feel safe and confident is the ulterior objective. In the second case, the school takes into consideration the family educational lack and replaces it with supporting teaching, creative actions and educational programs. Thus, fields that are not able to be covered by the family are covered in this way so that the child feels comfortable, pleased with its participation, develops its social self and forms its profile based on the social integration and participation prerequisites. It is noteworthy that these choices are even more reinforced when speaking about immigrant families. The role of school in this case lays in the elimination of differences and, perhaps, xenophobic tensions that form preoccupations for immigrant children who under the concurrent deficient language use are weakened as social subjects. 5. Conclusions All in all, the need to co-ordinate the basic socializing carriers is underscored in order to achieve the best individuals integration into society to make them feel Culture Journal | Social Exclusion and Education: An issue to be investigated by Health Education 5
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companionship with other individuals, to feel free to express parts of their personality (Abers, 1998) within a society of mutual exchange in which everyone benefits from the spiritual and psychic fund of the other and together are able to create conditions of acceptance by participating, in a broader sense, in democratic procedures and formulating opinions about rights through participatory actions.
Bibliography Aries, P. (1962). Centuries of Childhood. A social History of Family Life. London: Jonathan Cape. Bennet, M.,(1998).Basic concepts of intercultural communication,Yarmouthe, Intercultural Press. Freire, P. (1972). Pedagogy of the Oppressed. London: Penguin Books. Habermas, J. (1972). Knoweledge and Human Interests.Transl. J.J. Shapiro. London:Heinemann. Hart, R. A. (1997). Children's Participation: the Theory and Practice of Involving Young Citizens in Community Development and Environmental care. London: Unicef. Kemmis, St. (2006). Participatory action research and the public sphere.Educational Action Research, 14(4), 459-476. Kemmis, St. &McTaggart, R. (2001). Participatory action resarch, in:N. Denzin& Y. Sibley, D. (1997). Geographies of Exclusion. London and New York: Routledge. , X., , : , 2003.
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Culture Journal
[CALL FOR PAPERS]
Dear colleagues, We send to you the information about the possibility to submit an article for the international scientific journal Culture journal, ISSN: 2241-1720 Papers submitted to the journal should be original work and substantively different from papers that have been previously published or are under review in a journal or another peer-reviewed conference. Particularly we invite submission of papers describing innovative research on all aspects of education and related areas. Submitted papers will be assessed based on their novelty, scientific and technical quality, potential impact, and clarity of writing. Topics: Culture sciences Medical Anthropology History Lifelong Learning Special Education Psychology of education Educational Policy Literature Philosophy Education sustainable development Management of education and educational policy Quality of education Information and communication technologies in teaching/learning Teacher education Distance education Methodology of educational research Adult and continuing education Vocational education ICT learning History of education Anything concerning education and teaching
We are also planning to publish a special issue concerning medicine, philosophy of medicine, history of medicine
Sincerely yours, Alex Argyriadis

Volume 2

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Volume 2

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ISSN: 2241-1720

The scientific journal for

Contact: mail@culturejournal.net EDITORIAL BOARD

Culture Journal [EVENT ANNOUNCEMENT]

Public Anthropology in Greek Crisis

Culture Journal [EVENT ANNOUNCEMENT]

[VOLUME I ISSUE II]

Lecturer, University of Western Macedonia Professor, Deere College

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Generally about the exclusion issue (see Kaftantzoglou, 2006).

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

[VOLUME I ISSUE II]

Structural consuming society and juvenile culture:The speculation of a relationship

Culture Journal [VOLUME I ISSUE II]

Mourning in Infancy and Childhood Agathi Argyriadi1, Alex Argyriadis2

Culture Journal [VOLUME I ISSUE II]

Culture Journal [VOLUME I ISSUE II]

Culture Journal [VOLUME I ISSUE II]

Culture Journal [VOLUME I ISSUE II]

Culture Journal | Mourning in Infancy and Childhood

Culture Journal [VOLUME I ISSUE II]

Culture Journal [VOLUME I ISSUE II]

How a child is grieving

Culture Journal [VOLUME I ISSUE II]

Family, school environment and the child who mourns

Culture Journal | Mourning in Infancy and Childhood

Culture Journal [VOLUME I ISSUE II]

Culture Journal | Mourning in Infancy and Childhood

Culture Journal [VOLUME I

Social Exclusion and Education: An issue to be investigated by Health Education

Culture Journal [VOLUME I

Culture Journal [VOLUME I

Culture Journal [VOLUME I

Culture Journal [VOLUME I

Culture Journal [VOLUME I

[CALL FOR PAPERS]

Sincerely yours, Alex Argyriadis

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