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dc.contributor.authorBillett, Stephenen_US
dc.contributor.authorThomas, Sueen_US
dc.contributor.authorSim, Cherylen_US
dc.contributor.authorJohnson, Greeren_US
dc.contributor.authorHay, Stephenen_US
dc.contributor.authorRyan, Jillen_US
dc.date.accessioned2017-04-24T09:10:03Z
dc.date.available2017-04-24T09:10:03Z
dc.date.issued2010en_US
dc.date.modified2012-09-14T00:40:03Z
dc.identifier.issn14699435en_US
dc.identifier.doi10.1080/13639080.2010.526596en_US
dc.identifier.urihttp://hdl.handle.net/10072/35407
dc.description.abstractNot 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent185539 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom471en_US
dc.relation.ispartofpageto489en_US
dc.relation.ispartofissue5en_US
dc.relation.ispartofjournalJournal of Education and Worken_US
dc.relation.ispartofvolume23en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSecondary Educationen_US
dc.subject.fieldofresearchcode130106en_US
dc.titleConstructing productive post-school transitions: An analysis of Australian schooling policiesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2010
gro.hasfulltextFull Text


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