Youth in a Comparative Perspective

Jeffrey, Craig; McDowell, Linda

doi:10.1177/0044118x04268375

Cited by 135 publications

(70 citation statements)

References 21 publications

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“…Different perspectives on the impacts of changes to HE emerge when the voices of young people are explicitly sought. Our findings complement existing work on youth transitions at different global sites (Jeffrey and McDowell 2004; see also Jeffrey's series of reports in Progress in Human Geography), particularly in relation to how students' and graduates' identities are intimately related to their experiences of education and employment. In this paper, we have discussed, and given voice to, the experiences of a forgotten cohort of young people, for whom the ability to obtain a HE has (for their sense of self) proved vital.…”

supporting

confidence: 75%

“…Ansell 2009;Ansell and van Blerk 2005;Holt and Holloway 2006;Jeffrey and McDowell 2004;Katz 1991Katz , 2004Katz , 2008Kraftl 2008;Jeffrey 2010;Jeffrey and Dyson 2008;Tse and Waters 2013). This work has included, in some cases, an appreciation of the important role that education plays in effecting life-chances, particularly in relation to young adults who may be described as the 'educational non-elite'.…”

Section: Young People Education and The Promise Of Employmentmentioning

confidence: 99%

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‘These are not the best students’: continuing education, transnationalisation and Hong Kong's young adult ‘educational non-elite’

Waters

Leung

2013

Children's Geographies

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This paper examines the under-explored relationship between young people's transitions to higher education (HE) and the opportunities afforded by transnational education (TNE) programmes, with a focus on understanding the contemporary situation in Hong Kong. A fascinating association has developed, over the past decade, between the expansion of TNE in the territory and the government's commitment to providing 'continuing education'. We explore what this relationship might mean for the young people directly affected by these new opportunities, by drawing on 70 in-depth interviews with students/graduates. Our sample is, what Brinton [2011. Lost in Transition: Youth, Work, and Instability in Postindustrial Japan. New York: Cambridge University Press] has termed (in another context), Hong Kong's 'educational non-elite'. We ask: how does this 'non-elite' negotiate the shifting terrains of educational provision in an era where credentials (particularly at degree-level) are seen as 'everything'? Our paper contributes directly to discussions around young people and (international) education, and considers frankly the specific role that transnational HE plays in the education/employment transition of thousands of (hitherto neglected) individuals in contemporary Hong Kong.

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supporting

confidence: 75%

Section: Young People Education and The Promise Of Employmentmentioning

confidence: 99%

‘These are not the best students’: continuing education, transnationalisation and Hong Kong's young adult ‘educational non-elite’

Waters

Leung

2013

Children's Geographies

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“…Indeed, we have described a situation where alternative choices around higher education might enable young people to find their 'youthful' selves. Young British people, we argue, attempt to delay the onset of adulthood (and the responsibilities that entails), in response to various uncertainties, in different ways (Jeffrey and McDowell, 2004). For the individuals interviewed for our research, this involved the relatively unusual decision to study and live overseas.…”

Section: Resultsmentioning

confidence: 99%

Youthful escapes? British students, overseas education and the pursuit of happiness

Waters

Brooks

Pimlott‐Wilson

2011

Social & Cultural Geography

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This paper draws upon the findings of a recent project examining the motivations of UK students seeking higher education overseas, to argue that notions of fun, enjoyment and the pursuit of happiness abroad featured strongly in young people's stories. Several students wanted to escape the UK, particularly the rigidity of British higher education; the perceived flexibility of a liberal arts education in North America was extremely appealing. Others saw education overseas as a chance for personal reinvention. In contrast to recent media, academic and policy accounts, which have forcefully stressed the negative effects of education-related pressures upon young people, in this paper, we argue that it is possible to see 'education' as offering up new possibilities for fun and excitement. Our research shows that, for many British students, the strategic accumulation of cultural capital was not a primary concern. Rather, perceptions of an international education were closely tied to the anticipation of excitement, fun, adventure, and escape. 2Youthful escapes: British students, overseas education and the pursuit of happiness

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“…Thus, current policies, such as some of those around education and child work, which are out of step with wider developments, can unintentionally exacerbate children's difficulties. The disjuncture between young people's aspirations and outcomes is an important theme in recent scholarship (e.g., Jeffrey and McDowell 2004), as well as a rising concern for decision makers who fear adverse social and political consequences.…”

Section: Development As Discourse Constituting New Subjectsmentioning

confidence: 99%

Children, Impacts of Development on

Boyden

Zharkevich

2018

The International Encyclopedia of Anthropology

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Development can be defined in many ways, but here is taken to be an explicit process involving resources, policies, services, and programs deployed by the state and other actors with the aim of achieving economic growth and social wellbeing for a given population. International development refers to initiatives advancing this agenda in low-and middle-income countries (LMICs) specifically. It is widely acknowledged that there is good reason to prioritize children (defined as all individuals under the age of eighteen) in such processes, and the young have now become central to the international development agenda and to national development policies throughout the world. This trend reflects the high proportion of young people relative to total population across many LMICs, recognition of the urgent need to ameliorate the dire conditions faced by countless boys and girls in these settings, and a dramatic expansion of child-focused policies, services, and interventions in recent decades.Two distinct arguments are advanced for channeling development efforts toward the young. The first is shaped by notions of universal justice and human rights and works from the premise that children are inherently vulnerable and dependent and are hence especially deserving of support and protection. They are marked out from other generations as carriers of a distinct set of rights to be safeguarded by designated duty bearers, particularly states and parents. This case finds expression in international child-rights instruments developed over the course of the twentieth century, culminating in the 1989 UN Convention on the Rights of the Child (CRC). Here, prioritizing the young in development processes is about applying the concept of rights to achieve agreed international standards for all children everywhere with regard to their survival, development, protection, and participation. The second line of reasoning highlights the threat to life and developmental potential resulting from poverty and other preventable risks to children in LMICs. The first thousand days of life are underlined as the most crucial for child survival and development; recovery from nutritional deprivation or other shocks experienced during this period, it is argued, is highly unlikely, if not impossible. Economists have pursued this line of thinking further in the application of the human-capital framework by underscoring the consequences of early-life deprivations for adult productivity, thereby also drawing attention to the implications for national economic prospects; thus, this particular model is as much about national interests as about the wellbeing of the current generation of young.

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Youth in a Comparative Perspective

Cited by 135 publications

References 21 publications

‘These are not the best students’: continuing education, transnationalisation and Hong Kong's young adult ‘educational non-elite’

‘These are not the best students’: continuing education, transnationalisation and Hong Kong's young adult ‘educational non-elite’

Youthful escapes? British students, overseas education and the pursuit of happiness

Children, Impacts of Development on

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