‘Imagined futures’ in the navigation and management of uncertainty for young women in Aotearoa, New Zealand

France, Alan; Pukepuke, Tepora; Cowie, Lucy; Mayeda, David; Chetty, Marilyn

doi:10.1177/1440783319888281

Cited by 16 publications

(14 citation statements)

References 34 publications

(23 reference statements)

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“…When we invited the graduates to reflect on the future, their time horizons generally did not extend beyond one year at most. This is unsurprising in view of the difficulties and uncertainties they were facing in the immediate future and is broadly in line with recent international literature on young adults' time horizons and futurerelated thinking (Cook, 2018;France et al, 2019). Interestingly, the exceptions to this pattern were participants with immigrant parents.…”

Section: Uncertaintysupporting

confidence: 82%

‘We’re Meant to Be Crossing Over … but the Bridge Is broken’: 2020 University Graduates’ Experiences of the Pandemic in Ireland

Timonen

Greene

Émon

2021

YOUNG

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We interviewed university graduates of 2020 in Ireland to understand how the coronavirus pandemic had affected them. Demonstrating a keen awareness of their mental health, participants had adopted self-care practices such as mindfulness. They recounted positive experiences of life in their ‘lockdown homes’ with supportive families. Some were embarking on normative adult pathways sooner than anticipated while others opted for postgraduate study to bide time. Participants reported heightened worry/anxiety and had limited their media use in response. Their plans did not extend beyond the immediate future, reflecting a degree of resignation. The participants accepted the strict constraints associated with pandemic management in Ireland. They did not view themselves as members of a group that was likely to experience the long-term costs of the pandemic but rather were attempting to negotiate their own pathway through labour market uncertainty while also demonstrating high levels of solidarity towards vulnerable groups in society.

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Section: Uncertaintysupporting

confidence: 82%

‘We’re Meant to Be Crossing Over … but the Bridge Is broken’: 2020 University Graduates’ Experiences of the Pandemic in Ireland

Timonen

Greene

Émon

2021

YOUNG

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“…It also responded to a strong recent interest amongst youth scholars in the ways in which young people in variously precarious contexts imagine their educational and economic futures (e.g. Alexander et al 2020 ; Cook 2018b ; France et al 2019 ; Nairn 2019 ; Ravn 2019 ).…”

Section: The Studymentioning

confidence: 99%

Negotiating Vulnerabilities in Space and Time in the Twenty-First Century

Black

Walsh

2021

JAYS

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Young university students are experiencing a changing relationship with the future as economic and geopolitical anxieties alter the temporal and spatial horizons with which they engage. Du Bois-Reymond and López Blasco suggested almost 20 years ago that ‘youth is now […] a life condition that is marked by unpredictability, vulnerability and reversibility’ ( 2003 , p. 20). This situation has only accelerated since then. This paper draws on the authors’ research in the UK, France and Australia to consider how university students imagine a future that is essentially unknowable. At the time of the authors’ interviews, this future included conditions of vulnerability within the living social present that extended into the anticipated future and that ranged from the local to the global in their origins and impact. These conditions have since been even further exacerbated by the COVID-19 pandemic and the global recession accompanying it. Despite the uncertainty arising from these conditions of vulnerability, almost all interviewees read the future as possibility or potentiality as reported by Cook (Time & Society 25(3): 700–717, 2016). The paper concludes that young people’s lived experience of time and space is being reshaped by complex forces beyond their control as discussed by McLeod (British Journal of Sociology of Education 38(1): 13–25, 2017), but it also mounts an argument for the durability of young people’s relationship to hope.

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“…Finally, our own research reveals the substantial challenges that M aori and Pacific students face when transitioning into university. While most students, irrespective of their ethnic background, face transitional difficulties at university, M aori and Pacific students had difficulty managing a range of family and economic obligations which forced them to deprioritise university studies (France et al, 2019). In contrast, European and Asian students were more likely to rely on family connections that garnered them part-time work and internships which then bolstered their career trajectories and future work opportunities.…”

Section: The C Ult Ural Context: C Oloniality In Higher Educationmentioning

confidence: 99%

Colonial Disparities in Higher Education: Explaining Racial Inequality for Māori Youth in Aotearoa New Zealand

Mayeda¹,

France²,

Pukepuke³

et al. 2021

Social Policy and Society

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While recent research shows a gradual increase of young Māori in Higher Education it remains the case that inequality amongst the Indigenous population remains entrenched and institutionalised. This article explains how national governments in Aotearoa New Zealand have failed to address the colonial disparities and inequalities in the Higher Education system. In this process we will show, through the lens of historical privilege and institutional racism, how these processes continue to shape and frame both opportunities and experiences for Māori youth. The article will also highlight what strategies are needed if a more inclusive Higher Education system is to be developed that addresses the disparities that young Māori encounter.

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‘Imagined futures’ in the navigation and management of uncertainty for young women in Aotearoa, New Zealand

Cited by 16 publications

References 34 publications

‘We’re Meant to Be Crossing Over … but the Bridge Is broken’: 2020 University Graduates’ Experiences of the Pandemic in Ireland

‘We’re Meant to Be Crossing Over … but the Bridge Is broken’: 2020 University Graduates’ Experiences of the Pandemic in Ireland

Negotiating Vulnerabilities in Space and Time in the Twenty-First Century

Colonial Disparities in Higher Education: Explaining Racial Inequality for Māori Youth in Aotearoa New Zealand

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