By Robert G. Hollands
A examine of juvenile education schemes and formative years politics within the united kingdom. It uncovers a chain of transitions into the area of labor, discusses their wider results at the domestic, group, rest, politics, sexuality and ethnicity and assesses the impacts such alterations could have upon the labour stream.
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Additional resources for The Long Transition: Class, Culture and Youth Training
Because you go home and you come back and you're the same person you were the day before. And urn, very childlike manner at times. While this immaturity is often projected on to school leavers themselves, clearly the problem lies with the whole institutional structure of education. For example, many young people felt that teachers had no confidence in them and hence treated them as children. The irony is that working-class pupils may be labelled childish precisely for developing coping behaviours necessary to endure compulsory schooling, which they rightly perceive as blocking their transition into adulthood.
Proponents of the new vocationalism have sought to build on these dissatisfactions as justification for a work-based school curriculum. However, they fail to see that young people will similarly reject aspects of vocationalism unless a direct link to real jobs can be demonstrated and many will continue to rely on their own cultural milieu for support, rather than accept patronising life and social skills educational models. In addition to their distain of the school curriculum, there was a generally negative evaluation of the social relations of schooling.
However, many realised that such vocational courses offered by colleges often required some exam results. The YTS, for this group, was a second option or fall back choice when they failed to achieve satisfactory exam results. On the other side, there were very few working-class males in the sample who specifically mentioned they wished to stay on at school. The dominant desire of working class youth as a whole social group, in this study, was to leave school to search for work. One of the primary reasons for wanting to leave, in addition to the status gained by moving into the adult world of work, was criticism of the school curriculum and a dislike of the social relations of education.
The Long Transition: Class, Culture and Youth Training by Robert G. Hollands