Imagining the Family in Post-truth Times

Black, Rosalyn; Walsh, Lucas

doi:10.1007/978-981-13-6760-1_4

Cited by 2 publications

(3 citation statements)

References 31 publications

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“…That the perspectives of young people defy neat categorisation is a longstanding finding in youth studies (Black and Walsh 2019). It is also important to note that the student sample is diverse, with regards to gender, socioeconomic status [SES] and geography in particular.…”

Section: Resultsmentioning

confidence: 99%

“…This is creating concern for young people (Wyn et al 2020), which will only be exacerbated in postpandemic times. They not only feel pressured to seek credentials and experiences to improve their employability in competitive employment markets (Black and Walsh 2019;Oinonen 2018), but feel disillusioned and betrayed by the trap in which they find themselves (Chesters and Wyn 2019). While higher qualifications remain crucial to securing desirable work, the sum of these trends and evidence has profound implications for how careers education needs to be conceived and implemented in Australian schools.…”

Section: Employment and Careersmentioning

confidence: 99%

“…Recent research has shown that whilst young Australians accept the probability of precarious employment during their studies, they expect to not only secure full-time, permanent employment post-education (Cuervo and Wyn 2016), but that it will be 'career-related' (Co-op 2015). And whilst young workers in Australia and other countries may be anxious about their longer-range career prospects, this does not mean that they still don't aspire to or want stable, long-term careers that are fashioned along traditional lines (Black and Walsh 2019;Pennington and Stanford 2019).…”

Section: Careers Education In Australian Schoolsmentioning

confidence: 99%

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Theorising and preparing students for precarity: how can leaders and educators better prepare students to enter an increasingly insecure workforce?

Walsh

Gleeson

2021

Journal of Educational Administration and History

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Workforce insecurity has significant implications for the role of school leaders and teachers preparing students for changing worlds of work. For educators to better prepare students to enter an increasingly casualised labour workforce, there first needs to be an acknowledgement of how students perceive themselves in relation to post-school life.Drawing on a study of approximately 2500 secondary school students in the Australian state of Victoria, the figure of homo promptus is presented as a figure of youth to understand the real and imagined characteristics of students as workers-in-the-making. Homo promptus is entrepreneurial and strategic, yet on 'standby' as short-termism problematises future planning. This figure is overlaid onto students' perceptions of their own career identity relative to post-school aspirations and transitions. For some students, homo promptus is a conscious and lived identity, while it appears a surreality for others who believe that their post-school transitions will be unaffected by precarity. School leaders, teachers and schoolbased careers advisors have obligations to not only acknowledge the emergence of homo promptus themselves and the broader labour and education landscapes from which this conceptualisation has been developed, but to ensure students and their parents are fully aware of the future possibilities for precarity.

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Section: Resultsmentioning

confidence: 99%