The odyssey: school to work transitions, serendipity and position in the field

Atkins, Liz

doi:10.1080/01425692.2015.1131146

Cited by 38 publications

(32 citation statements)

References 22 publications

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“…Davies (1998: 154) noted that when 'cognitive knowledge' is allied with 'applied knowledge' it creates an understanding that enhances creativity and self-motivation, qualities that are highly desirable in all the diverse learning contexts. Winch (2013) differentiated between practical and theoretical aspects of knowledge, while Avis and Atkins (2017), Atkins (2017), Bathmaker (2013) and Ecclestone (2011) have all raised related questions about the nature and value of different types of knowledge in different contexts. The students also identified increased confidence, a sense of satisfaction and self-esteem as key impacts of their programmes.…”

Section: Impactmentioning

confidence: 99%

What is the impact of university work-based learning for early year's practitioners in Norway and England? Examples of processes, outcomes and impact from the undertaking of work-based projects

Furu

Heslop²,

Kaarby³

et al. 2018

wide particip lifelong learn

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Section: Impactmentioning

confidence: 99%

What is the impact of university work-based learning for early year's practitioners in Norway and England? Examples of processes, outcomes and impact from the undertaking of work-based projects

Furu

Heslop²,

Kaarby³

et al. 2018

wide particip lifelong learn

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, Hodkinson and colleagues (see Hodkinson, 2008;Hodkinson, Sparkes and Hodkinson, 1996;Hodkinson and Sparkes, 1997), have sought to mark up the importance of contingency and serendipity in these processes, whilst simultaneously locating them within a broader context. Reprising these debates Atkins notes (Atkins et al 2011;Atkins 2016) that serendipity is a significant influence on young people's transitions from school to work through the UK VET system. This argument suggests that transitions are powerfully shaped by serendipity, though this may be better described as contingency.…”

Section: Conceptualising Social Formation and Social Relationsmentioning

confidence: 99%

“…Many young people (e.g. see Bathmaker, 2001;Atkins, 2009;Atkins et al 2011, Atkins, 2016 are aware of the low esteem placed on vocational education yet simultaneously hope that their course might provide them with the secure, high level labour market opportunities promised in global policy rhetoric. Ultimately, however, they are likely to have to make 'pragmatically rational' decisions about their futures, based on the opportunities available to them, which, for the least advantaged will not necessarily live up to their original hopes and expectations as they navigate transitions at a time of economic crisis and high youth unemployment.…”

Section: Individualism Social Justice and Youth Transitions To Wagedmentioning

confidence: 99%

Youth transitions, VET and the ‘making’ of class: changing theorisations for changing times?

Avis

Atkins

2017

Research in Post-Compulsory Education

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The paper places youth transitions and VET within the global policy context in which economic competiveness is hegemonic. It compares research from the 1970s/80s, which explored young peoples lived experiences of VET and youth training schemes with contemporary work on similar themes. It argues that there are continuities and discontinuities in the conditions that young people face in their transitions to waged labour. Continuities can be seen in constructions of working class youth, but also by the way in which policy views the economy as characterised by upskilling. This is called into question when set against the existence of significant numbers of low waged, low skilled jobs in the English economy. There are also discontinuities that are the result of changes in class and employment structures. As a result precariousness has become ubiquitous with this existing in tandem with labour that is surplus to the requirements of capital. The paper re-considers youth transitions and re-evaluates the notion of serendipity, suggesting these concepts need to be rethought and reworked in current conditions.

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“…These can include structural aspects such as gender, ethnicity and class, as well as such aspects as the positioning of young people in relation to learning, for example as trainees (Hodkinson 2008). Individual histories, personal interactions (for example with college tutors) and serendipity may all influence the way in which these positional aspects play out in transitions to employment (Atkins 2017).…”

Section: 'Technical Education' and Workplace Learning: Policy And Theorymentioning

confidence: 99%

‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England

Esmond

2017

Journal of Vocational Education & Training

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Workplace learning is increasingly central to the international lifelong learning agenda but has made limited contributions to full-time vocational education in England during the last 30 years. A more central role is envisaged within the technical education proposed by the 2016 Sainsbury Review and Post-16 Skills Plan, with access to work placements dominating discussion of policy implementation. A multicase study of workplace learning among post-16 students in England on current ‘study programmes’ was mapped to four of the technical routes designated by the Sainsbury Review and Skills Plan, using documentary, observation and interview data. The study drew on theorisation of the workplace as the site of situated or incidental learning, whilst noting that its opportunities are differentially allocated according to organisational or personal differences, in ways that have particular implications for young people on placements. Whilst access to more advanced learning opportunities was secured through planned, collaborative approaches, reliance on incidental learning offered more routinised experiences to students less prepared for autonomous learning. The study indicates that questions of access, knowledge and pedagogy remain to be addressed if plans for ‘technical education’ in England are to provide meaningful learning opportunities and support transitions to fulfilling work

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The odyssey: school to work transitions, serendipity and position in the field

Cited by 38 publications

References 22 publications

What is the impact of university work-based learning for early year's practitioners in Norway and England? Examples of processes, outcomes and impact from the undertaking of work-based projects

What is the impact of university work-based learning for early year's practitioners in Norway and England? Examples of processes, outcomes and impact from the undertaking of work-based projects

Youth transitions, VET and the ‘making’ of class: changing theorisations for changing times?

‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England

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