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dc.contributor.authorAtkins, Liz
dc.date.accessioned2019-01-24T16:42:34Z
dc.date.available2019-01-24T16:42:34Z
dc.date.issued2016-02-15
dc.identifier.citationAtkins, L., (2017). ‘The odyssey: school to work transitions, serendipity and position in the field’. British Journal of Sociology of Education, 38(5), pp.641-655. DOI: 10.1080/01425692.2015.1131146.en_US
dc.identifier.issn0142-5692
dc.identifier.issn1465-3346
dc.identifier.doi10.1080/01425692.2015.1131146
dc.identifier.urihttp://hdl.handle.net/10545/623371
dc.description.abstractLittle work on the significance and implications of decision-making has been undertaken since that led by Hodkinson in the 1990s, and the experiences of young people on vocational programmes and their reasons for undertaking them remain under-theorised and poorly understood. Drawing on two narratives from a study exploring young people’s motivations for undertaking vocational programmes, this article explores the relationship between their positioning in fields and career decision-making. The article argues that social positioning is significant in its relationship to decision-making, to the way in which young people perceive and construct their careers and to the influence of serendipity on their transitions. Drawing on a range of international studies, the article explores the implications of these findings in terms of young people’s future engagement with the global labour market, giving consideration to (dissonant) perceptions of vocational education and training as contributing to economic growth whilst addressing issues of social exclusion and promoting social justice.en_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherTaylor and Francis.en_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/01425692.2015.1131146en_US
dc.relation.urlhttp://nrl.northumbria.ac.uk/24659/en
dc.rightsArchived with thanks to British Journal of Sociology of Educationen
dc.subjectvocational programmesen_US
dc.subjectMotivationsen_US
dc.titleThe odyssey: school to work transitions, serendipity and position in the field.en_US
dc.typeArticleen_US
dc.contributor.departmentDepartment of Education and Lifelong Learning, Northumbria University, Newcastle-upon-Tyne, UK.en_US
dc.identifier.journalBritish Journal of Sociology of Education.en_US
dc.contributor.institutionDepartment of Education and Lifelong Learning, Northumbria University, Newcastle-upon-Tyne, UK
dc.dateAccepted2015-11-01


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