ideas and realities of youth transitions in australia

8/14/2019 Ideas and Realities of Youth Transitions in Australia

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Ideas and realitiesIdeas and realities

of youth transitionsof youth transitionsin Australiain Australia

Johanna WynJohanna WynYouth Research CentreYouth Research Centre

The University of MelbourneThe University of Melbourne


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Youth: tracing conceptualrenewal

Industrial(modernity 1945-1975) Post-industrial(late modernity 1976- )

Youth as transitional periodto adulthood

Blurring lines between youthand adult

Adulthood a point of arrival Adulthood a state of re-invention & improvement

Youth as future of society:

both hope & threat

Youth as decision-makers

and as entrepreneurs inthe present

Youth as deficit (pupils,patients)

Youth as partners (co-learners, self-managing)

Youth as responsibility of thestate (student)

Youth as consumer (client,choice-maker)


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Policy approaches toPolicy approaches to

youthyouth Dominated by the idea of transitionDominated by the idea of transition

as transitory phase, terminated by the onset of adulthoodas transitory phase, terminated by the onset of adulthood

aligns withaligns with economistic approach (school-to-work)economistic approach (school-to-work) socio-biological approach (developmental)socio-biological approach (developmental)

ObscuresObscures health and wellbeinghealth and wellbeing

societal transitions and relationssocietal transitions and relations

diversitydiversity

EmphasisesEmphasises youth as deficityouth as deficit

youth as vulnerableyouth as vulnerable

mainstream trajectoriesmainstream trajectories


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Educational policyEducational policy

frameworksframeworksOver the last 20 years, educational policiesOver the last 20 years, educational policies(OECD) have been dominated by economic(OECD) have been dominated by economic

aimsaims

Promoting social cohesion, active citizenshipPromoting social cohesion, active citizenshipand wellbeing has had a lower profileand wellbeing has had a lower profile

Narrowly vocational approaches toNarrowly vocational approaches to

education do not serve young peopleseducation do not serve young peoples

needs in a time of rapid social changeneeds in a time of rapid social change


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New identitiesNew identities

Bourdieu, Giddens, Foucault:Bourdieu, Giddens, Foucault: Identity-making a necessary element ofIdentity-making a necessary element of

risk societiesrisk societies

autobiographical thinking narratingautobiographical thinking narratingones self-historyones self-history

Cultural capital bridges the materialCultural capital bridges the materialand subjectiveand subjective

Dominant subjectivities institutionsDominant subjectivities institutionsreward particular ways of beingreward particular ways of being


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Youth in late modernityYouth in late modernity

Beck & Lau 2005, Bauman 1991, Beck andBeck & Lau 2005, Bauman 1991, Beck and

Beck-Gernsheim 2002; Rosa, 2003:Beck-Gernsheim 2002; Rosa, 2003:

Fragmentation of traditions, weakening ofFragmentation of traditions, weakening of

institutions, identity a task not a giveninstitutions, identity a task not a given

Acceleration of time and escalation of workAcceleration of time and escalation of work

Youth researchYouth researchComplex and diverse pathwaysComplex and diverse pathways

Adulthood achieved incrementallyAdulthood achieved incrementally

responsibilisationresponsibilisation


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Young people are the mostYoung people are the most

educated evereducated ever

But:But:

Despite two decades of concertedDespite two decades of concertedeffort to reduce inequalities ineffort to reduce inequalities in

outcomes, gaps in participation andoutcomes, gaps in participation and

achievement are static or increasingachievement are static or increasing

forfor

Low SES, rural and Indigenous youthLow SES, rural and Indigenous youth

Y l tht


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Young people are theoung peop e are t ehealthiest group in thehealthiest group in the

populationpopulation

But:But:

Increases in educational participation areIncreases in educational participation arenot matched by increases in health andnot matched by increases in health andwellbeing amongst young peoplewellbeing amongst young people

New health issues have emerged: mentalNew health issues have emerged: mental

health, drug abuse, obesityhealth, drug abuse, obesity Health inequalities remain (low SES, rural andHealth inequalities remain (low SES, rural and

indigenous youth fare the worst)indigenous youth fare the worst)


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Young Australians and mental health 2008Young Australians and mental health 2008

Young people aged 20-24 years identified depressionYoung people aged 20-24 years identified depressionas the issue of most importance to young peopleas the issue of most importance to young people

(34.2%)(34.2%)

25% of young people experience a mental25% of young people experience a mentaldisorderdisorder

Depression, anxiety and substance useDepression, anxiety and substance use

disorders are the most common mentaldisorders are the most common mentaldisorders (75%), which typically occur duringdisorders (75%), which typically occur duringadolescence and early adulthoodadolescence and early adulthood

Young people who had not completed secondary schoolYoung people who had not completed secondary schoolhad a higher prevalence of mental disorder (35%) thanhad a higher prevalence of mental disorder (35%) thanthose who had completed secondary school (25%)those who had completed secondary school (25%)

Young people who were not employed and not in theYoung people who were not employed and not in thelabour force were also more likely to suffer a mentallabour force were also more likely to suffer a mental


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Reality Policy framework

Non-standard trajectoriesincreasing

In education until age 20mandated

Labour market deregulation most growth in low-skill jobs

Training for the knowledgeeconomy

Becoming is an active project Identity work unacknowledged

Health and wellbeing, civicengagement, life skills andrelationships central tosuccess

Focus on 3 Rs, national curriculamandated

Few decision-making roles foryoung people

Inequality of outcomes: LowSES, Indigenous and ruralyouth

Quality of teaching

Educational credentials morecrucial and more marginal

Education as THE key toemployment success


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Framing learning inFraming learning in

policypolicyYouth framed asYouth framed as

Student (essentialist / mainstream)Student (essentialist / mainstream)

Consumer (choice)Consumer (choice)

Flexible worker (in the future)Flexible worker (in the future)

Whats missing?Whats missing?

Young peoples contextYoung peoples context

Civic engagement in the presentCivic engagement in the present

Recognition of student workersRecognition of student workers

Health and wellbeing as outcomes of schoolingHealth and wellbeing as outcomes of schooling


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Education andEducation and

changechangeMass secondary education was designedMass secondary education was designedin the 1950s to serve the needs ofin the 1950s to serve the needs of

industrial economiesindustrial economies

In general, the world has changed moreIn general, the world has changed more

than schools havethan schools have

Young people face new challenges andYoung people face new challenges and

bring new approaches to learningbring new approaches to learning


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Foreshadowing newForeshadowing new

approachesapproaches Locally based and internationally relevantLocally based and internationally relevant

Community partnershipsCommunity partnerships

Student action teams learning based onStudent action teams learning based on

real issues (local and global)real issues (local and global) Student participation in decision-makingStudent participation in decision-making

Broader-based assessment andBroader-based assessment and

articulation across learning systemsarticulation across learning systemsNon-age-based organisationNon-age-based organisation


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Thank youThank you

ideas and realities of youth transitions in australia

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