Reconceptualising the Transition from Post-Secondary Education to Work

Autor/in	Dougherty, Meaghan
Titel	Reconceptualising the Transition from Post-Secondary Education to Work
Quelle	In: Journal of Education and Work, 35 (2022) 3, S.241-255 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2022.2048251
Schlagwörter	Postsecondary Education; Labor Market; Social Mobility; Economic Factors; Education Work Relationship; Caseworkers; Social Work; Foreign Countries; Neoliberalism; Employment; Canada + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Labour market; Arbeitsmarkt; Soziale Mobilität; Ökonomischer Faktor; Soziale Arbeit; Ausland; Neo-liberalism; Neoliberalismus; Dienstverhältnis; Kanada
Abstract	Educational researchers identify the transition from post-secondary education to the labour market as a critical point for the success of the student, and for society more broadly. This transition is often explored as a distinct phase between education and work that can be assessed based on pre-determined outcomes (i.e. employment, income). From this perspective, it is the responsibility of individual students to effectively commodify themselves and navigate their transition into employment. This focus on individual responsibility fails to question social mobility discourse and current labour market realities that significantly influence transition. In order to re-conceptualise transition, I deconstruct social mobility discourse as the foundation of transition research. Then, I draw on narratives of social service workers in British Columbia, Canada, to complexify transition and allow for more nuanced research. The narratives contradict dominant conceptualisations of transition, critiquing transition as a linear process that can be assessed through economic indicators. Recognising transition as a continual process that is influenced by a multiplicity of factors opens new ways to research. Research exploring the nuance of transition moves away from a deficit-focused, intervention approach focused on students, to critically exploring education, the labour market, and the relationship between school and work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01