It's our turn - young people 'tilting' the neoliberal turn
- Smyth, John, Robinson, Janean, McInerney, Peter
- Authors: Smyth, John , Robinson, Janean , McInerney, Peter
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Youth Studies Vol. 17, no. 4 (2014), p. 492-509
- Relation: http://purl.org/au-research/grants/arc/LP100100045
- Full Text:
- Reviewed:
- Description: Education is an important and defining element in young people's lives. When conceived properly, it has the potential to transform opportunities and life chances. It hardly comes as news that in recent times the authors have witnessed the inappropriate intrusion into education of notions of school reform that while they might arguably be in the national economic interest, are highly questionable from the vantage point of young people. In this paper, the authors present some counter-narratives from a group of young Australians who have 'disengaged' or been 'shoved' out of school and who resumed learning under a very different set of conditions to those that exiled them. Through the comments from young people, the authors construct an account of how they came to be categorised as 'at-risk' in the first place, what this pathologising meant to them, and how an alternative approach that invested them with power enabled a more positive identity formation to occur. Notwithstanding its altruistic intent and more humane approach, the authors remain unconvinced on the larger question of 're-engagement to where?' for these young people, and whether the fundamentals have been sufficiently unsettled to enable them a different trajectory.© 2013 Taylor & Francis. Funding: ARC
- Authors: Smyth, John , Robinson, Janean , McInerney, Peter
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Youth Studies Vol. 17, no. 4 (2014), p. 492-509
- Relation: http://purl.org/au-research/grants/arc/LP100100045
- Full Text:
- Reviewed:
- Description: Education is an important and defining element in young people's lives. When conceived properly, it has the potential to transform opportunities and life chances. It hardly comes as news that in recent times the authors have witnessed the inappropriate intrusion into education of notions of school reform that while they might arguably be in the national economic interest, are highly questionable from the vantage point of young people. In this paper, the authors present some counter-narratives from a group of young Australians who have 'disengaged' or been 'shoved' out of school and who resumed learning under a very different set of conditions to those that exiled them. Through the comments from young people, the authors construct an account of how they came to be categorised as 'at-risk' in the first place, what this pathologising meant to them, and how an alternative approach that invested them with power enabled a more positive identity formation to occur. Notwithstanding its altruistic intent and more humane approach, the authors remain unconvinced on the larger question of 're-engagement to where?' for these young people, and whether the fundamentals have been sufficiently unsettled to enable them a different trajectory.© 2013 Taylor & Francis. Funding: ARC
Pushed out, shut out: Addressing unjust geographies of schooling and work
- Robinson, Janean, Down, Barry, Smyth, John, McInerney, Peter
- Authors: Robinson, Janean , Down, Barry , Smyth, John , McInerney, Peter
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal on School Disaffection Vol. 9, no. 2 (2012), p. 7-24
- Relation: http://purl.org/au-research/grants/arc/LP100100045
- Full Text:
- Reviewed:
- Description: In neo-liberal times educational policy and practice is being realigned more closely to the shifting imperatives of the market with damaging effects on the lives of young people. Whilst the rhetoric suggests that schools are safe, welcoming and caring environments for the benefit of all, the veracity is very different for significant numbers of marginalised students who face fragile, uncertain and unpredictable futures. This paper draws on a number of research projects in Australia to investigate the lived reality of students who are struggling to make sense of school and their transition to 'getting a job'. The research is neither impartial nor neutral. It draws on the tradition of critical policy ethnography to identify, describe and map the kinds of conditions that both constrain and enable the aspirations, dreams and hopes of young people for productive and rewarding lives. The intent is to unsettle commonsense and deficit understandings of school life that serve to oppress and marginalise the least advantaged students.
- Authors: Robinson, Janean , Down, Barry , Smyth, John , McInerney, Peter
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal on School Disaffection Vol. 9, no. 2 (2012), p. 7-24
- Relation: http://purl.org/au-research/grants/arc/LP100100045
- Full Text:
- Reviewed:
- Description: In neo-liberal times educational policy and practice is being realigned more closely to the shifting imperatives of the market with damaging effects on the lives of young people. Whilst the rhetoric suggests that schools are safe, welcoming and caring environments for the benefit of all, the veracity is very different for significant numbers of marginalised students who face fragile, uncertain and unpredictable futures. This paper draws on a number of research projects in Australia to investigate the lived reality of students who are struggling to make sense of school and their transition to 'getting a job'. The research is neither impartial nor neutral. It draws on the tradition of critical policy ethnography to identify, describe and map the kinds of conditions that both constrain and enable the aspirations, dreams and hopes of young people for productive and rewarding lives. The intent is to unsettle commonsense and deficit understandings of school life that serve to oppress and marginalise the least advantaged students.
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