Constructing productive post-school transitions: An analysis of Australian schooling policies
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Not having clear pathways, or the social means and personal capacities to make a productive transition from schooling can inhibit young people's participation in social and economic life thereafter. This paper advances an analysis of how policy documents associated with senior schooling from across Australian states address the needs of students who are most at risk of not securing productive transitions. The review identifies that many of the goals emphasised the autonomy of students in taking control of their own transitions. However, such individualistic views downplay the importance of the mediating role that access to cultural, social and economic capital is likely to play in the negotiations involved in making a productive transition. Thus, the needs of 'at-risk' students who may have limited access to the forms of capital offering the best support for these negotiations are not well acknowledged in the policies.
Journal of Education and Work
© 2010 Routledge. This is an electronic version of an article published in Journal of Education and Work, Volume 23, Issue 5 November 2010 , pages 471 - 489 ]. Journal of Education and Work is available online at: http://www.informaworld.com with the open URL of your article.