Transitions and learning through the lifecourse
- London ; New York : Routledge, 2010.
- Physical description
- xxiv, 216 p. : ill. ; 24 cm.
LC5256 .G7 T73 2010
- Unknown LC5256 .G7 T73 2010
- Includes bibliographical references and index.
- List of tables and figures List of contributors Foreword by John Field Acknowledgements 1. TRANSITIONS IN THE LIFECOURSE: THE ROLE OF IDENTITY, AGENCY AND STRUCTURE Kathryn Ecclestone, Gert Biesta and Martin Hughes 2. THE DAILY TRANSITION BETWEEN HOME AND SCHOOL Martin Hughes, Pamela Greenhough, Wan Ching Yee and Jane Andrews 3. TRANSGRESSION FOR TRANSITION? WHITE URBAN MIDDLE CLASS FAMILIES MAKING AND MANAGING 'AGAINST THE GRAIN' SCHOOL CHOICES David James and Phoebe Beedell 4. READING AND WRITING THE SELF AS A COLLEGE STUDENT: FLUIDITY AND AMBIVALENCE ACROSS CONTEXTS Candice Satchwell and Roz Ivanic 5. MANAGING TRANSITIONS IN SKILLS FOR LIFE Mary Hamilton 6. THE TRANSITION FROM VOCATIONAL EDUCATION AND TRAINING TO HIGHER EDUCATION: A SUCCESSFUL PATHWAY? Michael Hoelscher, Geoff Hayward, Hubert Ertl and Harriet Dunbar-Goddet 7. DISABLED STUDENTS AND TRANSITIONS IN HIGHER EDUCATION Elisabet Weedon and Sheila Riddell 8. RETHINKING 'FAILED TRANSITIONS' TO HIGHER EDUCATION Jocey Quinn 9. TIME IN LEARNING TRANSITIONS THROUGH THE LIFECOURSE: A FEMINIST PERSPECTIVE Helen Colley 10. WORKING AS BELONGING: THE MANAGEMENT OF PERSONAL AND COLLECTIVE IDENTITIES Alan Felstead, Dan Bishop, Alison Fuller, Nick Jewson, Lorna Unwin and Kostantinos Kakavelakis 11. ADULTS LEARNING IN AND THROUGH THE WORKPLACE Karen Evans and Edmund Waite 12. OLDER WORKERS' TRANSITIONS IN WORK-RELATED LEARNING, CAREERS AND IDENTITIES Jenny Bimrose and Alan Brown 13. MANAGING AND SUPPORTING THE VULNERABLE SELF Kathryn Ecclestone Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- Like many ideas that inform policy, practice and research, 'transition' has numerous everyday and conceptual meanings. Children make a transition to adulthood, pupils move from primary to secondary school, from school to work, training or further education. Such transitions can lead to profound change or be an impetus for new learning, or they can be unsettling, difficult and unproductive. Yet, while certain transitions are unsettling and difficult for some people, risk, challenge and even difficulty might also be important factors in successful transitions for others. Rapid social and economic changes in work and education, life patterns and support systems are leading to growing political interest in transitions in many countries. Reports by the British government's Social Exclusion Unit and the Organisation for Economic Cooperation and Development present successful transitions as essential for educational and social achievement and for economic prosperity.Policy makers regard successful transitions through the education system and labour market as essential for social inclusion and educational achievement, and are therefore increasingly concerned that some groups and individuals experience particular difficulty in managing transitions. Transitions have increasingly become a political concern, through numerous policy initiatives that encourage institutions and individuals to manage transitions more effectively. Aimed primarily at academic researchers and students at all levels of study across a range of disciplines, including education, careers, sociology, feminist and cultural studies, it the first systematic attempt to bring together and evaluate insights about educational, life and work transitions from different fields of research.
(source: Nielsen Book Data)
- Publication date
- edited by Kathryn Ecclestone, Gert Biesta, and Martin Hughes.