List of Contributors

Dr. Valeria Arantes

is an Associate Professor in the School of Education at the University of São Paulo, and has a PhD in Psychology from the University of Barcelona (Spain). Since 2006 she has published eleven books as editor of the series “Points and Counterpoints.” Her research interests are the relationships between affective states and cognition in human psychological functioning, its impact in moral education and psychology, and possible applications in supporting the construction of youth purpose and socioemotional learning, toward the empowerment of youth.

Professor Ulisses F. Araujo

is a Senior Full Professor of the School of Arts, Sciences, and Humanities at the University of São Paulo (East USP Campus); President of the PANPBL (Association of Problem-Based Learning and Active Learning Methodologies); and the Scientific Director of the Research Center for New Pedagogical Architectures at the University of São Paulo, Brazil. In the past thirty years he has published more than ten books and dozens of essays and scientific articles in Brazil and abroad. Since 2012 he has been a member of the Editorial Board of the Journal of Moral Education. From 2003 to 2010 he was the Ministry of Education consultant for the “Program Ethics and Citizenship: Constructing Values at School and in Society,” implemented in all twenty-seven Brazilian States. This program is aimed at empowering youth and their communities through the transformation of schools’ methods and principles toward a more ethical, just, and caring society.

Ragi Bashonga

is Congolese born and South African raised. Negotiating her identity in a context riddled by racism and Afrophobia is what sparks her interest in diaspora studies. Her ongoing PhD study is an exploration of the notions of home, belonging, and the politics of identity. The study explores the applicability of theories of the diaspora to African migrants in Africa. Bashonga is a lecturer at the University of Johannesburg, South Africa. She holds a master’s degree in industrial sociology and labour studies from the University of Pretoria and is an alumnus of the Thabo Mbeki African Leadership Institute. Her research interests are in the areas of identity politics, youth, gender, and critical race studies. She contributes to this publication as a young African woman interested in the intersection of identity theories and popular culture.

Dr. Clarence M. Batan

is Professor and Head of the Department of Sociology, and former Research Director of the Research Center for Culture, Education, and Social Issues at the University of Santo Tomas, Philippines. He was President of the Philippine Sociological Society (2017–2018) and Vice President for Asia in the Research Committee on the Sociology of Youth (RC34) (2014–2018) of the International Sociological Association. He is coeditor of The Oxford Handbook of Global South Youth Studies, and author of two books in Filipino, book chapters, and journal articles. Having completed his graduate studies in North America (including a PhD in Sociology at Dalhousie University in Canada and an international research fellowship at Brown University in USA) he has been challenged through his involvement in the Global South Youth Studies project to center the works of Southeast Asian theorists and Filipino academics in his sociological research.

Professor Judith Bessant

is a Member of the Order of Australia (AM) and a Professor at RMIT University, Australia. Bessant writes about politics, youth studies, policy, sociology, media-technology studies, and history. She also advises governments and nongovernmental organizations.

Jessica Breakey

is an Associate Lecturer at the School of Electrical and Information Engineering at the University of Witwatersrand, Johannesburg, South Africa. She is coauthor of Moral Eyes: Youth and Injustice in Cameroon, Nigeria, Sierra Leone and South Africa (2018). She is committed to building institutions which facilitate the flourishing of Southern Theory.

José Vidal Chávez Cruzado

has a degree in Sociology from the National University of Cajamarca (UNC), Peru, with studies in law and political science and a master’s degree in territorial planning and environmental management at the University of Barcelona, Spain. His main topics of interest are childhood and youth, and urban and environmental problems. Peruvian by birth, he is a university professor at UNC and at the Private University of the North (Cajamarca) in Peru. His main motivation to contribute to this project arises from his experience of having worked as an adolescent. This experience offers an insider perspective into the lived situation of economic need from alternative perspectives. He sees his professional academic training as one way of helping the South comprehend more fully the challenges of Niños, Niñas y Adolescentes que Trabajan (NNATs) [Boys, Girls and Adolescents who Work].

Professor Patricia Hill Collins

is Distinguished University Professor Emerita at the University of Maryland, College Park and Distinguished Professor of Sociology and Africana Studies Emerita at the University of Cincinnati. She is the author of ten books, among them her award-winning Black Feminist Thought (1990, 2000) and Black Sexual Politics (2004) and numerous articles and essays. Professor Collins has taught at several institutions, held editorial positions with professional journals, lectured widely in the United States and internationally, and served in professional and community organizations. In 2008, she became the 100th President of the American Sociological Association, the first African American woman elected to this position. Her recent books include Intersectionality as Critical Social Theory (2019) and Intersectionality, 2nd edition (2020) co-authored with Sirma Bilge.

Dr. Adam Cooper

is a Senior Research Specialist in the Inclusive Economic Development programme of the Human Sciences Research Council. He works on the Sociologies of Youth and Education. He is the author of Dialogue in Places of Learning: Youth Amplified from South Africa, a co-editor of the Oxford Handbook of Global South Youth Studies and co-author of Studying While Black: race, education and emancipation in South African universities. He is also a Research Associate at Nelson Mandela University, Research Chair for Youth Unemployment, Employability and Empowerment. Before taking up his position at the HSRC he was an NRF postdoc based at the CUNY Graduate Center and a Commonwealth Scholar at the University of Cambridge.

Professor James E. Côté

is an Emeritus Professor of Sociology at the University of Western Ontario, Canada, and regularly contributes to three fields of research: identity studies, youth studies, and higher education studies. He was the founding editor of Identity: An International Journal of Theory and Research, served as President (2003-05) of the Society for Research on Identity Formation (SRIF), as well as the International Sociological Association’s Research Committee on the Sociology of Youth (2010–2014). He has been an Associate Editor of the Journal of Adolescence since 2009. Dr. Côté’s most recent books include Youth Development in Identity Societies (2019), Identity Formation, Youth and Development: A Simplified Approach (2016), and Youth Studies: Fundamental Issues and Debates (2014). He is currently coediting the second edition of the Routledge Handbook of the Sociology of Higher Education with Sarah Pickard and coauthoring Youth Studies: An Advanced Introduction with Howard Williamson.

Sreemoyee Dasgupta

is Indian and a PhD student at the University of Pittsburgh. Her primary research interests center on children’s and young adult literature, Victorian literature and culture, colonial/postcolonial studies, transnational book history, and print culture. Broadly, her work explores the relationship between texts, readers, authorship, and nationalism within global historical contexts using a method which privileges the transnational, circulation, reception, and consumption. She has a desire to unearth the long history of processes which determine the public and legislative policies shaping youth in the Global South—and that still today determine their identity as postcolonial subjects. In addition, she aims for her work to foreground the primacy of age categories in the colonial enterprise, since the perpetuation of colonial structures was dependent on the capacity of European powers to order the lives of generations of children and to shape them into a state of compliant native subjecthood.

Titas De Sarkar

is a doctoral candidate in the Department of South Asian Languages and Civilizations, University of Chicago. He focuses on postcolonial representations of youth culture in Calcutta vis-à-vis contemporary global youth cultures. He looks across art forms and studies how ‘youth’ is constructed in popular culture. Participating in this project of understanding youth experiences from the Global South fits in squarely with his motivation to focus his research on youth culture. De Sarkar believes it is long overdue that theories are framed around the youth from this region to move beyond simple documentations of youth activities.

Keshia D’silva

is an Indian woman currently doing a PhD in social psychology at the University of Helsinki. She has a BA Honours in Social Policy (Children and Youth) from the University of York and an MA in Social Psychology from the University of Helsinki. She is motivated to be involved in this project as a young Southern scholar committed to foregrounding Indigenous knowledge on phenomena relevant to these societies. Her current research, funded by a prestigious grant from the Kone Foundation, explores gender advocacy in India. Her past projects have included a qualitative study on Indian gender roles and an intergenerational, interreligious study on homosexuality in India. The article that appears in this volume is grounded in data from the latter. Disseminating findings on youth knowledge of homosexuality in India is her key reason for involvement in this project.

Amani El Naggare

is a PhD candidate at the Graduate School of Sociology at Münster University in Germany. Her PhD thesis examines political trajectories of youth protesters during the political transition in Egypt from 2011 to the present. Further research interests are youth migrations and exile post–Arab spring. She has conducted intensive field research in Morocco and Egypt focusing on youth political participation prior to, and in the aftermath of, the uprisings of 2011. As a young researcher from the Global South, she wants to engage with her own generation, who deserve more attention and better theories and approaches to explain and represent their realities. She hopes her contribution will contribute in some way to the reorientation of Southern youth studies.

Professor David Everatt

has over 30 years of experience in applied socioeconomic and development research, political polling, and governance reform across sub-Saharan Africa. He is the former Head of School at the Wits School of Governance, and current project leader for the new Health & Demographic Surveillance Site in Gauteng. Everatt was responsible for pathbreaking research into youth marginalization in South Africa in the early 1990s. He was vice-president (sub-Saharan Africa) for the Sociology of Youth committee of the International Sociological Association for fourteen years and now sits on their Advisory Board, and also serves on the Board of the Ahmed Kathrada Foundation. He is also Chair of the South African Statistics Council in South Africa. He has researched sub-Saharan youth since the early 1990s, and is hopeful that this volume will begin to portray Southern youth as they are, not as they are stereotyped to be.

Dr. David Farrugia

is Senior Lecturer in sociology at the University of Newcastle, Australia. His work focuses on youth, globalization, and labor, with a focus on critiquing the global inequalities that shape young people’s lives and the role that youth plays in the broader biopolitics of contemporary labor.

Dr. Shailaja Fennell

is University Reader in Development Studies, attached to the Department of Land Economy and a Fellow of Jesus College at the University of Cambridge. Fennell’s research interests include institutional reform and collective action, food production and rural development, gender norms and gender gaps in development interventions, and provision of public goods and the role of partnerships. She is currently the co-primary investigator on a Global Challenges Fund research program to study how to improve crop productivity and water use, and how to identify appropriate crops and farming practices for sustainable rural development. As an Indian academic living in the UK, she is committed to development and its study in just and equitable ways.

Professor Alan France

was born in the United Kingdom and migrated to New Zealand in 2010. He is a professor of sociology in Te Pokapū Pūtaiao Pāpori (School of Social Sciences) at Te Whare Wānanga o Tāmaki Makaurau (the University of Auckland) in Aotearoa, New Zealand. His main research interests are concerned with youth and the youth question. His most recent books are Understanding Youth in the Global Economic Crisis (2016 ); Youth and Social Class: Enduring Inequality in the UK, Australia and New Zealand (2018) and Youth Sociology (2020 Macmillan Publishing). For him Southern Theory has been ignored in how we understand the lives of young people around the globe. Youth studies has to acknowledge this and has a responsibility to seek out new ways of working that value other diverse perspectives. This now drives much of his own work and being involved in this project has been a pleasure and privilege.

Dr. Divine Fuh

has researched Botswana, Cameroon, South Africa, and Senegal. His research focuses on the politics of suffering and smiling, particularly on how urban youth seek ways of smiling in the midst of their suffering. His most recent project focuses on the political economy of Pan-African knowledge production. Fuh is Cameroonian, a social anthropologist and Director of HUMA—Institute for Humanities Africa at the University of Cape Town. He joined the project to offer alternative thinking on African youth and masculinities beyond the discourse of toxicity.

Dr. Terri-Ann Gilbert-Roberts

is a Jamaican regionalist with an interest in the politics of development, particularly where governance, regionalism, and youth development intersect. She is a Fellow at the University of the West Indies (UWI), where she chairs the “50/50 Youth” Research Cluster established to support evidence-based youth work and policymaking in the Caribbean. She is the author of The Politics of Integration: Caribbean Sovereignty Revisited (Ian Randle, 2013) and Editor of “Youthscapes of Development in the Caribbean and Latin America,” a 2014 Special Issue of the Journalof Social and Economic Studies (63:3&4). She enjoys researching citizen participation in decision making, peacebuilding, and public accountability.

Dr. Xiaorong Gu

is a sociologist who is passionate about understanding the social consequences of China’s economic reform through the lens of family changes. Her wider research interests include child and youth development, migration, family, education, social stratification, China’s political economy, and mixed-methods research. Gu is a Chinese national currently working as a research fellow at the Asia Research Institute, National University of Singapore. Her academic orientation toward producing grounded and contextualized knowledge (empirical or theoretical) has motivated her to participate in this project.

Dr. Manuel Armando Guissemo

is a researcher and lecturer at the University of Eduardo Mondlane, Mozambique. His PhD thesis, entitled Manufacturing Multilingualisms of Marginality in Mozambique – Exploring the Orders of Visibility of Local African Languages, was presented at the Center for Research on Bilingualism, Stockholm University, in 24 May 2018. He holds a master’s in Linguistics from Eduardo Mondlane University. Recent publications include Hip Hop Activism: Dynamic Tension between the Global and Local in Mozambique and Linguistic Messianism: Multilingualism in Mozambique.

Professor Siri Hettige

, based in Colombo, Sri Lanka, has been engaged in sociological research on youth for nearly three decades and has published widely on related themes. His other areas of research include education, social policy, health policy, ethnic conflict, labor migration, sustainable development, urbanization, and urban planning. Currently he’s affiliated to the Department of Sociology, University of Colombo, Sri Lanka, where he was Chair of Sociology for over two decades, until 2015. He is also a member of the Working Committee on Social Sciences at the National Science Foundation, Sri Lanka. Several visiting research and teaching appointments were held by him at a number of universities in a number of other countries that included Australia, Switzerland, United Kingdom, the United States, Finland, Germany, and the Netherlands. In Australia he held a teaching appointment at RMIT University in Melbourne in the Department of Global, Urban and Social Studies. Hettige is glad to be part of this youth studies handbook since it brings together diverse perspectives on the subject from different regions of the Global South.

Joshua Kalemba

is a Malawian/South African currently reading for his PhD in Australia. His political and research interests are in understanding the lived experiences of young people assigned subordinate positions within systems of colonial difference.

Dr. Buhle Khanyile

has a PhD from the University of Cape Town in psychology and currently works at the Impact Centre at the Human Sciences Research Council. His areas of interest include Black existential philosophy, critical race theory, and intergroup relations. His most important publications include: “Tortured Souls and Disposed Bodies” (Souls: A Critical Journal of Black Politics, Culture and Society); “Contact Theory and the Concept of Prejudice”; “Metaphysical and Moral Explorations and an Epistemological Question” (Theory & Psychology); and “Interracial Contact among University and School Youth in Post-Apartheid South Africa” (The Wiley Handbook of Group Processes). For him, this project provides an opportunity to reflect on violence as a theoretical discourse and as a lived experience in the lives of young people in South Africa.

Professor Joanna Kidman

(Ngāti Maniapoto, Ngāti Raukawa, Ngāti Toa Rangatira) is Professor of Māori Education at Victoria University of Wellington in New Zealand. She has worked extensively in Māori communities across Aotearoa New Zealand and with indigenous Seediq communities in mountain village schools in Taiwan where ancestral knowledge and languages have been incorporated into curricula. Her current research focuses on Māori tribal memories of colonial violence in Aotearoa and Indigenous survivance.

Dr. Laura Kropff Causa

is an Independent researcher at the National Scientific and Technical Research Council and a professor at the National University of Río Negro (Argentina) where she is the Director of the Undergraduate Program in Anthropology. She works on anthropology of youth, ethnic studies, political anthropology and historical anthropology focusing in North-Patagonia. She has published in journals from Argentina, Brazil, Colombia, Cuba, Mexico and the United States, and is editor of Mapuche Theatre: Dreams, Memory and Politics and co-editor of The Land of Others: The Territorial Dimension of indigenous Genocide in Río Negro, and The Oxford Handbook of Global South Youth Studies. She was also a Fulbright Scholar at New York University (2006).

Dr. Khosi Kubeka

has a PhD in Sociology from the Ohio State University. She is a senior lecturer in the Department of Social Development at the University of Cape Town, South Africa. Her research focuses on youth developmental well-being, specifically youth identity, youth health, education, employment/unemployment, and youth substance abuse. She teaches courses on youth and community development, youth social inclusion/exclusion, and research methodology courses both at undergraduate and postgraduate levels. Her research aims to examine youth experiences of exclusion/inclusion as they navigate the complex and unequal institutions and communities. Khubeka’s work also seeks to inform policy and prevention/intervention efforts on the importance of youth participation and making youth drivers of change in their developmental well-being. Developing a decolonial focused theory on youth inclusion is her current focus and resonates with this book project.

Ben K. C. Laksana

is an Indonesian researcher focusing on sociology of education, youth citizenship, and the intersection between education and youth in Indonesia. He finished his Master’s in Education from Victoria University of Wellington. As a Southern scholar and educator, he is heavily influenced by Freirean approaches to education and is passionate and active in challenging dominant and oppressive narratives through education. He is also the co-founder of Arkademy, an organization that focuses on using photography as critical pedagogy by critically engaging the public in social issues through the use of photo images.

Rara Sekar Larasati

is an Indonesian researcher focusing on rural youth, anthropology of development, and participatory visual methods in Indonesia. She finished her MA in Cultural Anthropology from Victoria University of Wellington, New Zealand. As an educator, she is passionate about providing equal access to critical education to challenge dominant narratives of development and bringing Indigenous and alternative knowledge into global discourses. She also teaches at Arkademy, an organization that focuses on using photography as critical pedagogy by critically engaging the public in social issues through the use of photo images.

Dr. Alude Mahali

is South African and holds a Master’s degree and PhD from the University of Cape Town. She is a senior research specialist in the Inclusive Economic Development (IED) program at the Human Sciences Research Council. Mahali’s research experience ranges from youth social justice work to innovative visual and participatory methodologies in the sociology of education. Mahali was recently a principal investigator on three projects: one on civic education for youth, another on language policies and practices in South African higher education Institutions and a longitudinal cohort study of African tertiary alumni of the Mastercard Foundation Scholars’ Program. Her most recent publications look at the domestic worker trope; social protest and student movement; and intersectional understandings of education, language, gender, and race. She is dedicated to research that aims to inform policies relating to Africa’s complex social, economic, educational, and political environment.

Alessandra Severino da Silva Manchinery

is a Master’s graduate and PhD student in Geography at the Federal University of Rondônia, Brazil. She is an Indigenous person of the Manchineri people, and works in the Indigenous movement to empower women who live in vulnerable conditions in cities. Her disciplinary background is in human geography, and she is interested in Indigenous epistemology, anthropology, geo-history, and the myths and rites of Indigenous peoples. She is committed to participating in projects concerned with the production of Manchineri knowledge and narrating from the point of view of Manchineri reality. Only in that way, does she believe, can they become authors in contrast to the many centuries lived under the sway of the knowledge of the non-Indigenous world.

Professor Xolela Mangcu

was born and raised in Ginsberg Township in King William’s Town, South Africa, the home of the Black Consciousness leader, Steve Biko. In the 1980’s he served as chairman of the Black Consciousness Movement at Wits University in Johannesburg. After graduating with a BA and MSc degrees at Wits, Mangcu pursued graduate studies at the Massachusetts Institute of Technology and Cornell University, where he obtained his PhD in city and regional planning. Back in South Africa he was the founding Executive Director of the Steve Biko Foundation. He is the author of ten books, including the award-winning Biko: A Biography. His biography of Nelson Mandela will be soon be published by Yale University Press. Mangcu was Professor of Sociology at the University of Cape Town and is now Professor of Sociology and History and Director of Africana Studies at George Washington University in the United States. He is also Visiting Professor at Nelson Mandela University in South Africa.

Professor Mokong S. Mapadimeng

is Research Director in the Inclusive Economic Development Division of the HSRC. He served on the Executive Committees of the South African Sociological Association and International Sociological Association. His expertise is in economic sociology and sociology of development (specifically the role of culture, arts, youth, and land in development). He recently published two edited books, Contemporary Social Issues in Africa-Cases in Gaborone, Kampala and Durban (2010) and Handbook of the Sociology of Youth in BRICS Countries (2018). His contribution to this Handbook is in line with his interest in youth and development.

Professor Ana Miranda

is the Academic Director of the Youth Research Program and a professor of Master of Youth Studies at FLACSO, Argentina. She is a researcher at the National Scientific and Technical Research Council (CONICET) and a professor at the University of Buenos Aires (UBA). She holds a degree in Sociology from the University of Buenos Aires and a PhD in social science from FLACSO. Her research and teaching are related to youth, education, inequality, and labor. Since 1998, she has worked on the design of panels for the development of longitudinal studies She has participated in academic cooperation projects with many universities, governments, and UN organizations. She has published eight books, the most recent being Youth, Inequality & Social Change in the Global South, edited with Hernan Cuervo of the University of Melbourne. In July 2018 she was elected Deputy President of RC 34 of the International Sociology Association (ISA) for the period 2018–2022.

Dr. Emily Markovich Morris

is a senior professorial lecturer and director of the International Education and Training Program at American University in Washington DC. Her scholarly work explores equity and inclusion in formal and nonformal education using youth-centered research methodologies. Originally from the US, Morris lived in Zanzibar for nine years and is committed to working with Zanzibari community and government education initiatives to promote policies and programs that support marginalized and first-generation students in their pursuit of schooling. Since 2007, Morris has been working with Zanzibari educators on a mixed-methods research partnership that follows young people across their entire schooling (preschool to tertiary) and explores gendered reasons young people are pushed out of school. She earned her doctorate from the University of Minnesota.

Professor Robert Morrell

is director of the Next Generation Professoriate (NGP) at the University of Cape Town. He has edited and written ten books mostly in the field of gender and masculinity in Southern Africa including the much-cited 2001 edited collection, Changing Men and Masculinities in Southern Africa. Most recently, he has worked on the geopolitics of knowledge production and Southern Theory and is, together with Fran Collyer, Raewyn Connell and Joao Maia, author of Knowledge and Global Power (2019).

Professor Pam Nilan

(retired) holds the honorary position of Conjoint Professor in Sociology at the University of Newcastle, Australia. She is an Australian of Irish origins, with convict ancestors. Throughout a long career, her research focus has been primarily on youth in the Asia Pacific region, especially in Indonesia, Australia, Fiji, and Vietnam. Her motivation for involvement in The Oxford Handbook of Global South Youth Studies is to help expand beyond the less than satisfactory epistemological boundaries of Northern frameworks for studying youth. That motivation builds on her previous pioneering work with Carles Feixa and Carmen Leccardi that offered critical appraisal of the idea of “global” youth, and showcased innovative youth studies from countries beyond the Northern Metropole, conducted by in-country researchers.

Roshni K. Nuggehalli

is an Indian woman and Executive Director at Youth for Unity and Voluntary Action (YUVA), a nonprofit organization in India that works on issues of urbanization and the right to the city. YUVA facilitates people’s organizations toward their empowerment and conducts research and advocacy toward policy change. Nuggehalli has fourteen years of experience in the development sector and has published on themes of children’s participation, youth work, and informality. She takes keen interest in enabling subaltern groups and development organizations in the South as knowledge creators, specifically by supporting them in their research and in conceptualising community development interventions. Through the article in this volume, she hopes to foreground the theoretical frameworks which drive the work of youth-focused organizations like YUVA, and their implications for other contexts.

Anye-Nkwenti Nyamnjoh

is a PhD candidate at the University of Cambridge and a co-author of Moral Eyes: Youth and Injustice in Cameroon, Nigeria, Sierra Leone and South Africa (2018). His doctoral research project engages with discourses of intellectual decolonization, and asks whether decolonization, as an epistemic project, is exhausted by idioms of Africanization. These research interests have a natural affinity with the emancipatory orientation of Southern theory.

Dr. Francis Badiang Oloko,

is a lecturer at the Department of Foreign Languages, University of Bergen. In his thesis he developed a discourse polyphony theory, inspired by the ScaPoLine and the praxématique models used to interpret political discourses in Cameroon on climate change. He holds a master’s degree in French linguistics concerned with a description of the use of French in Cameroon as a movement motivated by the need of speakers to accommodate French to their sociocultural background as well as their aspirations for the future. Camfranglais is the most visible aspect of this social movement, which is mainly embodied by the youth. He has also carried out research related to French linguistics and second-language acquisition and holds a master’s degree in second-language acquisition. He taught French and English in Cameroon for four years.

Dr. Adreanne Ormond

is Indigenous Māori from the Nation of Rongomaiwāhine where she was raised on ancestral land within her Māori community. Her Māori community continues their generational guardianship as active and resident kaitiaki. The personal segues into the professional so that she is able to utilize some of her experience and passion for Indigenous worldviews within the Faculty of Education at Victoria University of Wellington where she is a senior lecturer. In this role she teaches, supervises, and researches across the politics of indigeneity exploring Māori knowledge systems, issues of culture and race, and methodologies of decolonization and transformation. This scholarly activity is undertaken with the aim to support and enhance the political, economic, and social autonomy of the Māori.

Dr. Joschka Philipps

is a political sociologist at the University of Basel, a senior researcher at the Swiss Peace Foundation, and a lecturer in sociology, political science, and African studies in Basel, Switzerland. His research has focused on urban youth and political protest formations in Conakry, Guinea and Kampala, Uganda, and has been published by the Review of African Political Economy, Africa Spectrum, and the Journal of Youth Studies. His book Ambivalent Rage. Youth Gangs and Urban Protest in Conakry, Guinea (Editions L’Harmattan, 2013) won the Junior Researcher Award by the Association for African Studies in Germany. Philipps’ current research concentrates on conspiracy theories in a postcolonial context, disruptive events and political change, and methodological problems of “researching the unfamiliar,” (i.e., exploring social realities across cultural and generational contexts).

Dr. Viviane Pinheiro

is an Assistant Professor in the School of Education at the University of São Paulo, Brazil, where she conducts research on sociomoral and socioemotional development, moral education, and active learning methodologies. She also works in teacher training and develops materials for moral education and socioemotional education.

Dr. Sharmla Rama

is a South African Sociologist, based at the School of Social Sciences, University of KwaZulu-Natal (UKZN). She teaches a third-year contemporary social theory course (focusing on decolonial and postcolonial thinkers) and an honors research methods module. Rama’s current research interests are in gender and child and youth studies with a particular, but not exclusive, focus on mobility (transport), place, space, and locality. Her PhD dissertation in sociology (2014) entitled Child Mobility, Time Use, and Social Exclusion: Reframing the Discourse and Debates raised questions about the epistemological worldview and evidence-base supporting mobility research, policies and practices in South Africa. Rama is engaged in research on decolonizing and Africanizing the higher education curriculum, in particular how this relates to the teaching and learning of undergraduate Sociology modules in South Africa. The issues raised in her current research and her teaching areas complement the foci of this book.

Molemo Ramphalile

is a PhD candidate in the political studies department at the University of the Witwatersrand in Johannesburg, South Africa. His scholarly fields of interests include Black studies, critical race studies, feminist theory, decolonial studies, and cultural studies. His involvement in this global youth studies project comes about as somewhat of a culmination of working closely alongside researchers with a primary expertise in youth studies; taking seriously the decolonial imperative of critically developing frameworks and conceptual paradigms that account for and do not marginalize the perspectives, voices, and lives of those from the Global South; and noting how various African youth and student movements across Africa in the past decade represent an urgent appeal to consider the hopes, aspirations, visions, and innovations of young people as central to shifting local and global power dynamics and toward a substantive egalitarianism.

Dr. Torun Reite,

was affiliated with Stockholm University and is currently working as a political and economic governance advisor also engaging actively in research at the intersection between sociology of language, sociolinguistics, and economics. Her ethnographically grounded thesis discusses contemporary coloniality and re(b)ordering in the discursive practices of youth in Mozambique. She holds a Master of Philosophy in Portuguese language from University of Oslo (2013) and a Master of Economics and Business Administration from the Norwegian School of Economics (1989). For the last thirty years Reite has worked with international development, mainly as an economic governance advisor. Her areas of specialization are public sector governance, emerging economies, resource-rich countries, and former Portuguese colonies in Africa. Recent publications include “Language Spatiality in Urban Mozambique” and “Translanguaging Space? Metalinguistic Discourses of Young Mozambicans on Languaging.”

Professor Inés Rojas Avendaño

is from Mérida, Venezuela and is a professor of intercultural communication, human rights, and international organizations at the University of Los Andes in Venezuela. She has a BA in English language and translation and a master’s degree in linguistics from Universidad de Los Andes, and a Master’s in political science and a Doctorate in political science from Georgia State University in the United States. She has taught at the University of Los Andes for twenty-five years, and her research areas include social movements, women’s human rights, and gender policy reform, as well as ciivic engagement through citizen participation and experiential learning. Her motivation to work on this project stems from her desire to understand the multiple Venezuelan youths who have been radically transformed by the changing landscape of social, economic, and political struggles and contradictions of the last decades with the hope of including them in the positive transformation of Venezuelan society.

Dr. Niousha Roshani

(Côte d’Ivoire) works at the nexus of youth, economic empowerment, race and ethnicity, violence, inequalities, and digital technologies. She holds a PhD in Education from University College London and a master’s degree in international development from Cornell University. She is the co-founder of Global Black Youth, convening the world’s most innovative, disruptive, and entrepreneurial young Black leaders and supporting them in generating knowledge and solutions that transform their ability to impact the world. As a fellow at the Portulans Institute, she is currently conducting research on artificial intelligence in Africa and Latin America. In her past roles, she has advised governments, organizations and the private sector on child rights, youth advancement, digital rights strategies, and establishing global partnerships. As an African having lived in Latin America for nearly two decades and maladjusted to an unjust status quo, Roshani is compelled to dedicate her efforts to the advancement of young people of African descent and build bridges between young communities of knowledge in Africa and Latin America.

Professor Crain Soudien

is formerly a deputy vice-chancellor and director of the School of Education at the University of Cape Town, past CEO of the Human Sciences Research Council, and joint professor in Education and African Studies at the University of Cape Town. He has published over 180 articles, reviews, reports, and book chapters in the areas of social difference, culture, education policy, comparative education, educational change, public history and popular culture. Among his publications are The Making of Youth Identity in Contemporary South Africa: Race, Culture and Schooling (2007), Realising the Dream: Unlearning the Logic of Race In the South African School (2012), and The Cape Radicals (2019). He was educated at the University of Cape Town, South Africa and holds a PhD from the State University of New York at Buffalo. He is a former president of the World Council of Comparative Education Societies, has chaired the highly influential Ministerial Committee on Transformation in Higher Education in South Africa, the Mandela Initiative on Poverty and Inequality, and is currently the chair of the Ministerial Committee to evaluate textbooks for discrimination. He is an antiracism scholar, committed to nuanced examination of all forms of discrimination in the Global South.

Dr. Oki Rahadianto Sutopo

is a scholar of youth and social change in Indonesia. He is director of the Youth Studies Centre and Associate Professor of Sociology at Universitas Gadjah Mada, Indonesia. He is Editor-in-Chief of Jurnal Studi Pemuda. He believes in the global collaborations among youth scholars as an entry point to construct a more democratic knowledge production in youth studies.

Professor Sharlene Swartz

is a nationally rated South African researcher at the Human Sciences Research Council, an adjunct professor of philosophy at the University of Fort Hare and a former adjunct associate professor of Sociology at the University of Cape Town. She holds undergraduate degrees in philosophy and science from South African universities (Wits and Zululand respectively), a master’s degree in education from Harvard University, and a PhD from the University of Cambridge. Her expertise and current research centers on the just inclusion of youth in a transforming society. She has an extensive publication record that includes the books Studying While Black: Race, Education and Emancipation in South African Universities (2018); Another Country: Everyday Social Restitution (2016); Youth Citizenship and the Politics of Belonging (2013); Ikasi: The Moral Ecology of South Africa’s Township Youth (2009); and Teenage Tata: Voices of Young Fathers in South Africa (2009). She is also the current President of the Sociology of Youth Research Committee of the International Sociological Association.

Dr. Huia Tomlins-Jahnke

(Ngāti Kahungunu, Ngāti Toa Rangātira, Ngāi Tahu, Ngāti Hine) is Professor of Māori and Indigenous Education at Massey University, Director of Toi Kura Centre for Māori and Indigenous Education and past Director of Te Mata o Te Tau Academy for Māori Research and Scholarship. She is the inaugural Te Toi Wānanga Research Fellow. Huia coordinates two kaupapa Māori immersion initial teacher education programs that prepare graduates for teaching in the kura kaupapa Māori system of education. Her research interests include Māori and Indigenous development, Indigenous research methodologies, and critical Māori & Indigenous studies in Higher Education.

Dr. Paul Ugor

is an associate professor in the Department of English at Illinois State University, Normal, Illinois. His research interests are in Anglophone world literatures, postcolonial studies, cultural theory, new media cultures; and modern African literatures and cultures. He is the author of Nollywood: Popular Culture and Narratives of Youth Struggles in Nigeria (2016). Dr Ugor has also coedited several collections including, African Youth Cultures in the Age of Globalization: Challenges, Agency and Resistance (2015/2017); “Contemporary Youth Cultures in Africa,” Special Issue of Postcolonial Text. Vol. 8, No 3–4, 2013; and “Youth, Cultural Politics and New Social Spaces in an Era of Globalization,” Special Issue of Review of Education, Pedagogy and Cultural Studies 31:4 (2009). His research and teaching interests are concerned with emerging trends in global politics, economy, communication technologies, cultural/textual representations, and everyday life, especially in the postcolonial world.

Dr. Pirjo Kristiina Virtanen

has a PhD in Latin American Studies and is the coordinator of Indigenous Studies at the University of Helsinki, Finland. Her current research interests include long-term analysis of environmental diversity in Amazonia, human–environment relationality, and decolonization of the Anthropocene. She has worked in Brazilian Amazonia since 2003. Her publications include Indigenous Youth in Brazilian Amazonia (Palgrave Macmillan, 2012) and Creating Dialogues: Indigenous Perceptions and Changing Forms of Leadership in Amazonia (Colorado University Press, 2017). This handbook project resonates with her interest in epistemological pluralism, epistemological injustice, Indigenous research methodologies, and Amazonian youth studies.

Dr. Gunjan Wadhwa

is a researcher in education and international development. She completed a PhD in Education at the Centre for International Education, University of Sussex, UK, on Adivasi identities in an area of civil unrest in India. She is currently an Economic and Social Research Council postdoctoral fellow at Brunel University in London. Wadhwa’s research troubles the dominant discursive strains that produce the post-colonial nation-state and citizen, positioning marginalized groups like the Adivasis in opposition to ideas linked to modernity. In engaging with national policy and local community voices, her work encourages a critical approach to social categories and difference in the Global South, simultaneously providing the motivation for participating in this project.

Dr. Bronwyn E. Wood

, born in India and now at the Victoria University of Wellington, New Zealand, is interested in exploring ways to address the enduring inequalities between research from the Global North and South. Her research interests center on youth citizenship and experiences of diverse youth growing up in multicultural communities in New Zealand. She is Editor-in-Chief of the Journal of Applied Youth Studies and a regional editor for the journals Theory, Research and Social Education, Citizenship Teaching and Learning, and The Curriculum Journal.

Dr. Dan Woodman

is a scholar of young adulthood and generational change. He is TR Ashworth Associate Professor of Sociology at the University of Melbourne, in Australia. He is President of The Australian Sociological Association and Vice President for Oceania in the Sociology of Youth Research Committee of the International Sociological Association. He is co-Editor-in-Chief of the Journal of Youth Studies. He believes in the value of a global dialogue among youth scholars about the impact of change on young lives and that priority in this dialogue needs to be given to the experiences of young people, and theoretical insights developed, in the majority world.