Mannheim's Sociology of Generations: An Undervalued Legacy

Pilcher, Jane

doi:10.2307/591659

Cited by 420 publications

(275 citation statements)

References 15 publications

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“…Generations [56] are often described in one of three ways: chronological-bounded by age [57,58]; social-bounded by shared social experiences [58]; or political-bounded by shared historical experience [57]. Life-course perspectives may also account for the evolution of generational attitudes over time as a result of life circumstances [59].…”

Section: Literature Reviewmentioning

confidence: 99%

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Edge¹,

Descours²,

Frayman³

2017

How School Leaders Contribute to Student Success

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This paper draws on evidence from our three-year Economic and Social Research Council (ESRC)-funded research study of the lives, careers, experiences and aspirations of Generation X (under 40 years of age) principals and vice-principals in London, New York City, and Toronto. More specifically, the paper examines interview evidence from nine school-based studies in which nine leaders and 54 teachers discuss their perspectives on leaders' care of their staff members. The evidence demonstrates that leaders and teachers both place a high level of importance on leaders' ability and willingness to be supportive, understanding, and approachable. Teachers also expect leaders to serve as advocates for and role models of good work/life balance. While the school-level studies take place in radically different city-based contexts, the expectation of leaders' care for teachers transcends different accountability and policy structures. Both groups focus their discussion on work/life balance and, more specifically, the need for leaders to understand that teachers are people with lives beyond school. The paper highlights implications for policy, practice, and future research.

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Section: Literature Reviewmentioning

confidence: 99%

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Edge¹,

Descours²,

Frayman³

2017

How School Leaders Contribute to Student Success

View full text Add to dashboard Cite

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“…Indeed, such a finding is well within the cognitive sociology's expectations about the social organization of attention, which suggest that individuals' salient social and cultural locations filter what they determine as (ir)relevant and how they interpret things at their mental horizons (Zerubavel 1997 Generations are defined not only by individuals belonging to the same age cohort, but also by individuals who share historical, geographical and social positions. These shared positions expose individuals to the same social experiences at similar stages in their lives, so that they create a distinct generational culture or consciousness (Mannheim 1952;Pilcher 1994). The period of "the first impressions" (the period of formative or critical years) is crucial in this process since the first impressions become imprinted on individuals' later experiences (Mannheim 1952).…”

Section: Generations As Interpretive Communities Of Memorymentioning

confidence: 99%

Social Changes and the Generational Differences in the Formation of Collective Memories (Dissertation, 2012)

Juroš¹

2016

Preprint

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The present study found that the textbook and newspaper presentations, primarily shaped by the 1990s nation-building elites, mainly portrayed Yugoslavia in negative political, economic and ethnic terms. However, findings from 72 in-depth interviews with the two young Croatian generations suggested that the influence of the dominant negative re-evaluations was limited, particularly among the vocationally educated individuals who were least exposed to the institutionalized presentations of the Yugoslav past. In contrast, the young Croats, independently of their differences, generally dominantly evaluated Yugoslavia in positive social terms, which was a perspective obtained from their parents and older people recounting their good lives in Yugoslavia. This perspective was appropriated not only because its sources were emotionally available and credible, but also because the social lens on Yugoslavia helped the young Croats make sense of their lives in the social insecurities of the contemporary Croatian society.ix Therefore, the present study showed how different beliefs on the Yugoslav past, available from different sources, were appropriated and used by the young Croats. I also proposedInteractional Model of Collective Memories Formation, which elaborated how the influences on the beliefs of the past were formed at the macro, micro and the level of social interaction. Finally, this study also illuminated how active actors reinterpreted the presentations of the past, thus demonstrating how individuals can use culture in diverse and adept ways. They wore their hair long, discovered LSD and pot They sang about peace, with Tito they were non-aligned On national basis, they were not divided It was easy to talk philosophy in a student mess, To be a penniless artist and a musician in-between In a place where things were working out all-right, where the state functioned It was easy to be a student in the 1970s My folks -they easily found their first job Nobody hit the unemployment office with a degree in their hands The living was good in that party system Nobody talked about Goli otok, you just changed the subject The students with their hair long got a degree and got a job, got their paycheck regularly You even could get an apartment from the United Work It was easy then to have big plans To make your own nest, to be relaxed, no tensions there To have your spot in the company reserved, in the selfmanagement committee as well You stayed until you retired -all your life at the same desk Everything didn't seem as a bluff, a cheap trick in those days Nobody went hungry They were happy in their little apartment Secure job and a retirement fund It was an easy decision to have us Nothing is the same anymore, there is no secure path There is no direct flight to the stars, to the better tomorrow Black-and- (born 1989-91), was born after the break-up, but it spent its formative years in democratizing post-Yugoslav period.Both these generations were hardly able to form mature meaningful evaluations of the past. 4Rather, for th...

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“…AND A. KENDE: FROM THE SAME STARTING POINTS TO MODERATE VERSUS RADICAL SOLUTIONS 64 socialization and participation. According to Mannheim (1952), members of a generation share the same social experiences stemming from a common historicalsocietal context, and as a result, they share patterns in their political thinking and political awakening (Pilcher, 1994).…”

Section: The Present Studymentioning

confidence: 99%

“…(Szabó, 2009). It is also the developmental processes by which people acquire political cognition, attitudes, and behaviors (Powell and Cowart, 2013). Agents of socialization convey relevant information and reference points that help people construct their own opinions and values in the social world (Bar-Tal and Saxe, 1990).…”

Section: The Present Studymentioning

confidence: 99%

From the Same Starting Points to Moderate versus Radical Solutions. Hungarian Case Study on the Political Socialization of Young LMP and Jobbik Party Political Activists

Lantos

Kende

2015

Intersections

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Mannheim's Sociology of Generations: An Undervalued Legacy

Cited by 420 publications

References 15 publications

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Social Changes and the Generational Differences in the Formation of Collective Memories (Dissertation, 2012)

From the Same Starting Points to Moderate versus Radical Solutions. Hungarian Case Study on the Political Socialization of Young LMP and Jobbik Party Political Activists

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