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Imagined Futures: why are vocational learners choosing not to progress to HE?
journal contribution
posted on 2023-06-08, 07:45 authored by Sarah Aynsley, Barbara CrossouardBarbara CrossouardThis paper is based on a small-scale mixed-method research project, which was located in south-east England and was funded by the British Academy. The project, investigated the factors that affected young people's decisions not to progress to higher education (HE) after following a Level 3 vocational pathway in upper secondary education. Set against the context of divergent and somewhat contradictory government policy initiatives, it draws on the concept of imagined futures as a way of considering students' 'decision-making' in their transition from further education to other locations. This paper explores how a group of young people completing their vocational courses in summer 2008 viewed - or imagined - their futures. Contrary to policy discourses, vocational pathways did not necessarily offer straightforward progression to HE. Respondents' 'imagined futures' did not lack agency, but HE was not an immediate part of them.
History
Publication status
- Published
Journal
Journal of Education and WorkISSN
1363-9080Publisher
RoutledgeExternal DOI
Issue
2Volume
23Page range
129-143Pages
14.0Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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