The modern and independent women of generation 1980: Growing up in a middle-class secular family in Istanbul, Turkey

2013 ◽  
Author(s):  
Esin Egit
Keyword(s):  
Middle Class ◽  
Growing Up

Emerging Adult Essay

2017 ◽  
Author(s):  
David Vernon
Keyword(s):  
Middle Class ◽  
Emerging Adult ◽  
Growing Up ◽  
Saturday Morning ◽  
Middle Class Family ◽  
Mining Towns

Five a.m. is early, and 4:30 a.m. is even earlier. At the mere age of 11, a 4:30 a.m. wake up was commonplace on a Saturday morning. Growing up in mining towns, literally the middle of nowhere, made it near on impossible to pursue my dreams of playing professional cricket. Especially when the game started at 7:30 in the morning, 300 kilometers from where I lived. Though mornings were tough for me, I can’t imagine the pain and struggle my parents went through. I’m sure that after working 80 hours all week, the last thing they wanted to do was jump in a car at 4:30 on a Saturday morning. I was extremely fortunate to grow up in Australia in the 1990s as part of a very supportive, working middle-class family....

scholarly journals ‘What a Wonderful Change Have I Undergone…So Altered in Stature, Knowledge & Ideas!’: Apprenticeship, Adolescence and Growing Up in Eighteenth- and Nineteenth-Century Ulster

2018 ◽  
Vol 45 (1) ◽  
pp. 70-89 ◽  
Author(s):  
Leanne Calvert
Keyword(s):  
Nineteenth Century ◽  
Life Cycle ◽  
Young People ◽  
Middle Class ◽  
Young Men ◽  
Late Nineteenth Century ◽  
Growing Up ◽  
Men And Women ◽  
The Everyday ◽  
Late Nineteenth

Until the late nineteenth century, apprenticeship was the main way in which young people were trained in crafts and trades. Given that most apprenticeship terms lasted approximately seven years, young people could expect to spend a large part of their youth in service to another. Apprenticeship therefore coincided with an important phase in the life cycle of many young men (and women) during this period. A study of apprenticeship not only tells us how young people learned the skills with which they made their future living, it also casts light on the process of ‘growing up’. However, we still know little about the everyday lives of apprentices, their relationships with their masters, and how young people themselves understood the transition from adolescence to adulthood. Drawing largely on the diary of John Tennent (1772–1813), a grocer’s apprentice who kept a record of his time spent in service, this article aims to broaden our understanding of these themes in eighteenth- and nineteenth-century Ireland. It demonstrates that, for young middle-class men like Tennent, apprenticeship played a key role in the transition from boy to manhood.

Basic Ethnography at the Barricades

2011 ◽  
Vol 43 (3) ◽  
pp. 383-383 ◽  
Author(s):  
Nefissa Naguib
Keyword(s):  
Social Justice ◽  
Middle Class ◽  
Mobile Phone ◽  
Social Exclusion ◽  
Young Men ◽  
Arab Countries ◽  
Growing Up ◽  
Men And Women ◽  
The World ◽  
Self Immolation

We did not see them growing up. We did not think these jaded middle-class boys and girls would one day be resilient and hold their ground. We did not realize that they would be brave, supremely articulate, and driven by aspirations beyond our dreams. The whole thing started with the desperate act of self-immolation by a young Tunisian man. His death sparked a wave of rage against poverty, social exclusion, and corruption. Almost overnight, young men and women created spaces in squares, streets, and alleys where we could imagine new Arab countries. Enraged yet nonviolent, they used technology and the vocabulary of democracy to connect and mobilize ordinary Arab citizens of all walks of life and capture the attention of the world. In Egypt, Tahrir Square became the epicenter of the people's demands for bread, dignity, and social justice. Without leaders or a timetable, but with unconditional demands for immediate change, online activists provided us with physical and social grounds to imagine a new country. We all brought something to the square: blood, medicines, bandages, food, water, blankets, generators, diapers, mobile-phone chargers, garbage bags, wipes, and our own personal notes to the regime (and the world) written in bold letters. Mine just said: “Leave.”

Kafka, Franz (1883–1924)

2018 ◽  
Author(s):  
Christopher Langlois
Keyword(s):  
Nineteenth Century ◽  
Middle Class ◽  
Franz Kafka ◽  
Language And Identity ◽  
Late Nineteenth Century ◽  
Growing Up ◽  
Jewish Family ◽  
Keen Interest ◽  
Late Nineteenth ◽  
And Training

Franz Kafka was born 3 July 1883 to a bourgeois family in Prague, the Czech capital that in the late nineteenth century belonged to the Austro-Hungarian Empire. Although his nationality was therefore Austro-Hungarian, Kafka’s parents, Hermann Kafka and Julie Lowy were Jewish, and under the reign of Franz Josef I, Austrian Jews were widely regarded as second-class citizens. As head of a Jewish family growing up in Czech-speaking Prague, Hermann Kafka strongly insisted that his children be raised to speak and act German, the de facto language and identity of social and cultural prestige in Prague during this period. While Kafka exhibited a keen interest in literature and art from a very young age, his notoriously overbearing father was insistent that he should receive education and training for a professional or administrative career, which would allow him to provide his future family with the same level of upper-middle class affluence that Hermann had provided for Franz. Kafka reluctantly capitulated, and on 18 June 1906 he successfully completed a Doctorate in Law from the Ferdinand-Karls University in Prague.

On the Horns of Racialization

2017 ◽  
Author(s):  
Onoso Imoagene
Keyword(s):  
Middle Class ◽  
Race And Ethnicity ◽  
Second Generation ◽  
The United States ◽  
Ethnic Identification ◽  
Black Immigrants ◽  
Growing Up ◽  
White People ◽  
Racial Solidarity ◽  
Class Status

Chapter 5 discusses the endpoints of the ethnic identification journey of the Nigerian second generation. A key endpoint is that they are integrating into the black middle class. The chapter utilizes the minority culture of mobility framework to examine how respondents’ middle class status affects how they interact with their proximal hosts and how their experiences in and interactions with white people in professional settings affect their identity. The chapter uses respondents’ experiences of racial discrimination, exhibitions of racial solidarity, voting patterns, use of class as a sorting mechanism to order interactions with proximal hosts and develop middle-class identities, and in the United States, their views on whether black immigrants and their children should benefit from affirmative action policies, to illustrate how the Nigerian second generation balance race and ethnicity and how race intersects with ethnicity and class in British and American societies. The chapter discusses how in the extremely important arena of the workplace, the experiences of British respondents differ from those of their American counterparts. They have experienced more racism and discrimination living in Britain, racism that is more often covert than overt. This chapter tells their stories of growing up different from Caribbeans and their experiences of discrimination, which has engendered feelings of not belonging to Britain.

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