DAVETLİ KONUŞMACILAR

DAVETLİ KONUŞMACILAR

Prof. Dr. Jeffrey J. Arnett, Clark University, USA
Title of the Keynote: Emerging Adulthood, Ages 18 to 29: Cultural and International Variations

Jeffrey Jensen Arnett received his Ph.D. from the University of Virginia and did three years of postdoctoral work at the University of Chicago. From 1992-1998 he was Associate Professor in the Department of Human Development and Family Studies at the University of Missouri. He has been a Visiting Scholar at Stanford University, the University of Maryland, and, most recently, Tufts University. Dr. Arnett’s primary scholarly interest is in “emerging adulthood,” the age period from the late teens to the mid-twenties (mainly ages 18-25). For over a decade he has conducted research on emerging adults concerning a wide variety of topics, involving several different ethnic groups in the United States. He also studied emerging adults in Denmark as a Fulbright Scholar in 2005. Other areas of his research are media uses in adolescence, especially music and advertising, and risk behavior in adolescence and emerging adulthood, especially cigarette smoking. In the course of his work on cigarette smoking, he has served as an expert witness against the tobacco companies in numerous court cases, including the multi-state case that led to the largest civil settlement in legal history in 1998. Dr. Arnett is the author of a book on adolescents in the heavy metal subculture, Metalheads: Heavy Metal Music and Adolescent Alienation (1996, Westview Press).  He is also the author of the textbook Adolescence and Emerging Adulthood: A Cultural Approach (Prentice Hall). His book Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties, was published in 2004 by Oxford University Press. He has also edited a book on emerging adulthood (with Jennifer Tanner), Emerging Adults in America: Coming of Age in the 21st Century (2006, APA Books). Dr. Arnett is the father of twins Miles and Paris, born in 1999. His wife, Lene Jensen, is also a developmental psychologist at Clark University, specializing in moral development and in the development of cultural identity among immigrants. She herself was born in Denmark and immigrated to the United States in 1986, and the family visits Denmark every summer.

Abstract:
Emerging adulthood is a cultural theory of development from ages 18 to 29. This means that the theory recognizes that development always takes place in a cultural context and that cultures may vary widely in what they expect and encourage and allow from ages 18 to 29. I will briefly summarize the outlines of EA theory, including my American research, then discuss worldwide variations, focusing on demographic variations such as median ages of entering marriage and parenthood, and variations in values such as independence and interdependence. I will contrast the U.S. and Europe, then contrast patterns in the West with trends in Africa and Asia. I will also discuss the urban versus rural experience of emerging adulthood and the importance of EA as a time of urban to rural migration.

Dr. Lene Arnett Jensen, Clark University, USA
Title of the Keynote: Cultural – Developmental Theory: Self and Social Science in a Global World

Lene Arnett Jensen is the originator of the “cultural-developmental” theoretical approach to research on human psychology. This approach encompasses what is universal and what is culturally distinctive about human development. Unlike one-size-fits-all psychological theories of the 20th century, the cultural-developmental approach provides a flexible and dynamic way to think about psychological development in today’s global world. In Dr. Jensen’s book, Moral Development in a Global World: Research from a Cultural-Developmental Perspective, she argues that humans are born with a shared moral heritage and that, as we develop from childhood into adulthood, we branch off in diverse directions shaped by culture. This results in both novelty and contention (Cambridge University Press, 2015). The Oxford Handbook of Human Development and Culture: An Interdisciplinary Perspective, edited by Dr. Jensen, provides an overview of theory and research on human development, with more than 40 chapters drawing together findings from cultures around the world (Oxford University Press,  2016). In The Oxford Handbook of Moral Development: An Interdisciplinary Perspective, edited by Dr. Jensen, more than 90 leading authors deliver an international, up-to-date, and comprehensive tour of the field (Oxford University Press, 2020). Dr. Jensen also authors college textbooks on child and lifespan development. Her most recent textbooks are Child Development: A Cultural Approach, 3e (Pearson, 2020), Human Development: A Cultural Approach, 3e (Pearson, 2019) and Child Development Worldwide: A Cultural Approach, 1e (Pearson, 2018). Dr. Jensen is a Senior Research Scientist in the Department of Psychology at Clark University and a Visiting Scholar in the Eliot-Pearson Department of Child Study and Human Development at Tufts University.

Abstract:
One-size-fits-all theories, which were popular in 20^th century psychology, are often too rigid and too biased to adequately capture the complexities of individual selves and human relations across diverse and changing cultures. On the other hand, one-for-every-culture does not seem appealing either. It raises the specter of theoretical pandemonium and does not capture the fact that humans everywhere share common psychological characteristics. In this presentation, I will propose that an alternative is to conceptualize theories that are “cultural-developmental” in nature. To describe this new theoretical approach, I will primarily draw on work in the area of moral development as an example. This will include a focus on adolescence. I will also suggest how a cultural-developmental approach may be applied to many other areas of human development.

Prof. Dr. Demet Lüküslü, Yeditepe Üniversitesi, Türkiye
Konuşma Başlığı: Türkiye’de NEET(Ne Eğitimde Ne İstihdamda) Gençler

1977’de İstanbul’da doğdu. Üsküdar Amerikan Lisesi ve Marmara Üniversitesi Fransızca Kamu Yönetimi’ndeki eğitiminin ardından yüksek lisans ve doktorasını Paris’te Ecole des Hautes Etudes en Sciences Sociales’de (EHESS) sosyoloji alanında yaptı. 2006’dan beri Yeditepe Üniversitesi’nde öğretim üyesi olarak görev yapmaktadır. Türkiye’de Gençlik Miti: 1980 Sonrası Türkiye Gençliği (İletişim Yayınları, 2009); Türkiye’nin 68’i: Bir Kuşağın Sosyolojik Analizi (Dipnot Yayınları, 2015) ve Begüm Uzun ve Yüksel Taşkın ile yazdıkları Gençler Konuşuyor: Gençlerin Gözünden Dindar-Seküler Eksenli Kutuplaşma (TÜSES Yayınları, 2019) gibi gençlik üzerine kitapları bulunuyor. Gençlik sosyolojisi dersleri de veren Lüküslü ayrıca Hakan Yücel ile Gençlik Halleri: 2000’li Yıllar Türkiye’sinde Genç Olmak (Efil Yayınları, 2013) kitabının da editörlüğünü yaptı ve 2015-2018 yılları arasında gençlerin kente katılımı üzerine Avrupa Birliği projesi PARTISPACE projesinin Türkiye yürütücülüğünü yaptı.

Özet:
Türkiye’de kamusal alanda yapılan gençlik tartışmaları (formel) eğitim sisteminin içinde yer alan “öğrenci” gençler üzerinden yapılmaktadır. Oysa ki Türkiye, OECD ülkeleri arasında ne eğitimde ne istihdam olan NEET gençlerin oranının en yüksek olduğu ülkeler arasında ön sıralarda yer almaktadır. Bu oran pandeminin etkisiyle daha da artmış görünmektedir ve NEET istatistikleri cinsiyet eşitsizliğine de işaret etmekte, genç NEET kadınların erkeklere oranla daha yüksek olduğunu göstermektedir. Bu sunumda, NEET gençlik literatürü kısaca özetlendikten sonra Türkiye’ye odaklanılacaktır. Gençlik üzerine yapılan tartışmaların NEET gençleri de içine katarak, genç işsizliği ile NEET olma durumunun benzerlikleri ve farklılıklarının altının çizilmesi hedeflenmektedir.