Towards a Learning Identity: Young People Becoming Learners after Leaving School

Autor/in	Higgins, Jane
Titel	Towards a Learning Identity: Young People Becoming Learners after Leaving School
Quelle	In: Research in Post-Compulsory Education, 18 (2013) 1-2, S.175-193 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2013.755860
Schlagwörter	Foreign Countries; Self Concept; Employment; Teacher Student Relationship; Peer Relationship; Nontraditional Education; Transitional Programs; Education Work Relationship; Program Descriptions; At Risk Persons; Educational Policy; Dropouts; Labor Force Nonparticipants; Cognitive Style; Role; Networks; Educational Opportunities; Learner Engagement; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Dienstverhältnis; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Non-traditional education; Alternative Erziehung; Risikogruppe; Politics of education; Bildungspolitik; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Cognitive styles; Kognitiver Stil; Rollen; Bildungsangebot; Bildungschance; Neuseeland
Abstract	This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET). At the time of this research all had moved into a learning environment of some kind. The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment. The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10