Goth Subculture and Identity

Trish Byrne-Roberts

Abstract below..

In the case of research and academic writing on Goth sub cultural identity there is an abundance of work put forward by academics in the field of sub cultural identities yet there is a ‘gap’ in work pertaining to young Goths within the school setting between the ages of 11-16 years of age a vital and key stage of identity formation (Hodkinson and Lincoln 2008, Hebdige 1979, Lincoln 2005, Sweetman 2009, Hodkinson 2005).  In conducting primary research in three educational settings with young Goths I became aware of their disengagement with the ‘traditional’ curriculum   Maths, English and Science via their   positive engagement with   art and music. (Allen 2013, Hope 2006).  

The disengagement and lack of achievement in the ‘core’ subjects had led to the perception by their teachers that they are ‘underachievers’   Suggestively, the young Goths exist rather like Black boys as a problematic subcultural group on the margins of the school space rather than at the centre, viewed by their teachers as problematic, hard to reach and their academic future questionable (Graham 2010).  It is not only the relationships with their teachers  which is problematic, the young Goths struggle to form relationships with their peers being seen by the peer group as visibly different, not willing to be part of their peer group community in school and rejecting any after school socialisation with their peer group, choosing to be part of the gothic community which they feel part of and accepted  rather than excluded , marginalised, stigmatised  and harassed which happens on a regular basis to the young Goths both inside and outside the school setting (Aldeman and Taylor 2006a).

Using text, drawings and narratives of young Goths my research highlights how the young Goths feel that their academic creativity is under acknowledged, their physical identity being seen as a rejection of the dominant hegemonic norms of society by their teachers and peers alike. The young Goths in my research call   for a recognition of  their difference that is in line with today’s ever changing society  ( Groff 2007, Taubert and Kandasamy 2006).The young Goths continually feel ( real or imagined ) that they are perceived in a negative way as highly visible and a threat to mainstream societal norms . Aldeman and Taylor (2006s:3) work on Goths identity highlights that they have been paid /given substantial attention as “(…) potential threat to established norms and institutions”. The young Goths believe that there is a need at a lack and national level for a deeper and more balanced understanding of subcultural groups ( Rutledge, Rimmer and Scott 2008, Shapiro 2008, Vince and Kandasamy 2006).

This poster presents how young Goths make sense and adapt to their complex identities.in the school space which at times they ‘feel’ is a risky space in suggestively a ‘risk’ society (Beck 1992, Giddens 1991). It positions how we must move beyond the impasse of what is visually seen and reconfigure how policy and practice within the educational field must strive to hear, listen and take on board the ‘voices’ of those who are part of an excluded subcultural group within the educational sphere (Young, Sweeting and West 2006a).

References:

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