This chapter brings together the fields of youth studies and theory of justice with the aim to op... more This chapter brings together the fields of youth studies and theory of justice with the aim to open up a space within which it is possible to draw on different theoretical traditions and work from different places and cultures. It draws on political and social theory to outline the development of the relationship between social justice and youth in the last few decades. From a political theory approach, it states a critique of universal and neutral theories of social justice based on liberal democratic traditions that have tended to construct universal and impartial criteria to identify social wrongdoings and injustices, including those that directly affect the lives of young people. From a sociological perspective, it analyses current and recent debates about social transformations and their capacities to create new vulnerabilities for young people. The chapter argues for a relational approach that renders visible the social, economic, and cultural context of young people’s lives. This approach also opens the idea of the pluralization of social justice in the field of youth studies to include claims of redistribution as well as recognition and participation and to challenge the western-centric construction of theoretical and empirical youth work. Ultimately, it is argued that a broader and more inclusive account of cultures and ideas can only benefit those interested in understanding and addressing social inequalities.
The transitions young people make from school to work or further study have become increasingly c... more The transitions young people make from school to work or further study have become increasingly complex, fragmented and non-linear over the past two decades. In part this is because economic and political forces have enabled the boundaries between school and work to become blurred: many high-school students are now engaged in the labour force part-time and many who have left high school can only find casual work rather than full-time employment. Young people undertaking further study at university are also often balancing this with a part-time job. In addition, an increasingly precarious labour market demands from young people and young adults a lifelong learning approach to be successful in the employment spere of their lives. As a result, the pathway from school to work is not a simple one-way street or linear process. Many young people may decide at a later stage to re-enter education or training, and many may change direction completely after making their initial career and /or study decisions. All of the decisions that young people make during this transitional process tend to have long-term consequences: for themselves, for their families and communities, and, in a broader sense, for the economy and society.
In this research report we explore how youth from regional,
rural and remote (RRR) areas experie... more In this research report we explore how youth from regional, rural and remote (RRR) areas experience higher education in a metropolitan institution. We are interested in their university experience, how it is shaped by the institution, as well as how students’ rural subjectivity and identity fits, adapts or is challenged in this new environment. Rather than focusing on issues of learning and academic progression, which are more commonly found in the existing literature, we approach RRR students’ university experience from the standpoints of welfare and their subjective experiences of feeling connected, or not, to their new environment. As they move to a metropolitan university, RRR young people are required to live away from their home and need to construct new spaces of sociality with other students and the university community. We examine the identity work that RRR young people, some of them also from a low socio-economic status background, have to do to negotiate new institutional values, norms and discourses, and social relationships.
How to bridge the gap between individual rights and community interest when it comes to youth, 2018
This paper addresses the question: “How to bridge the gap between individual rights and community... more This paper addresses the question: “How to bridge the gap between individual rights and community interest when it comes to youth?” This question is part of a greater premise posed by Doha International Family Institute to this Expert Group Meeting: what is the role of families in supporting youth transitions? These premises are circumscribed within the goal of discussing “what policies might help countries improve youth outcomes, moving towards the youth-related UN Sustainable Development Goals targets (Target 4.4, 8.5 and 8.6)?” Finally, within this broad framework, another issue helps guiding the direction of this background paper: “the importance of a healthy transition from youth to adulthood in the achievement of SDGs”.
Young adults' perceptions of the future of work: examining their education and employment plans, 2021
To cite this report: Churchill, B. & Cuervo, H. (2021). Young adults' perceptions of the future o... more To cite this report: Churchill, B. & Cuervo, H. (2021). Young adults' perceptions of the future of work: examining their education and employment plans. Melbourne Graduate School of Education, University of Melbourne, Melbourne.
While widening participation in higher education for regional, rural and remote (RRR) Australian ... more While widening participation in higher education for regional, rural and remote (RRR) Australian communities has been a major policy focus in recent years, the pandemic and resulting lockdowns and closures of internal borders between Australian states and territories has impacted significantly upon RRR students who relocate to pursue tertiary education. In this article we draw on intersectional theory and in-depth interview data to understand the experiences, challenges faced by, and related choice-making processes of students during the height of the pandemic period. In the wake of the lockdown and implementation of a study from home university policy, the 27 students interviewed uncovered a new variation of the classic dilemma faced by young people living in rural areas: should I stay or should I go? Drawing on existing insights about student choice in higher education, we analyse mobility decision-making in relation to the participants’ classed, gendered and locational identities. We find that although the pandemic impacted upon all of the participants, their experiences differed significantly and were stratified across existing lines of inequalities related particularly to their access to financial resources and practical assistance. We ultimately contend that while the pandemic and resulting public health measures provide an extraordinary context, they nevertheless highlight some of the key challenges and vulnerabilities faced by RRR students who are unable to quickly marshal financial, emotional and practical support when crises occur, providing insights whose utility persists beyond the pandemic. [ABSTRACT FROM AUTHOR] Copyright of Educational Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
LABOUR & INDUSTRY: A JOURNAL OF THE SOCIAL AND ECONOMIC RELATIONS OF WORK, 2019
Debates around new patterns of youth transitions to adulthood have
been well documented in academ... more Debates around new patterns of youth transitions to adulthood have been well documented in academic research. In a similar vein, there is an important array of research on the rise of precarious work in labour markets. What has been less well understood is what does precarious employment do to young people in their transitions to adulthood. In this paper, we examine the effects of precarious employment on the present and future lives of young people. We draw on two waves of surveys, in 2012 and 2017, from longitudinal research project tracking a cohort of young Australians over the last decade. We track their employment experiences as they transition into adulthood, paying particular attention to the effects that engagement in precarious employment has on their relationships, wellbeing and their ability to plan for the future. Ultimately, our aims to contribute to the current debates on this central contemporary concept of social life, precarious work, by interrogating what precarious employment does to young people’s lives.
The last Australian government review on rural education reveals that staffing schools continues ... more The last Australian government review on rural education reveals that staffing schools continues to be a challenge. To examine this problem, the paper draws on data from semi-structured interviews with pre-service teachers undertaking rural school placement. The aim is to address rural school staffing through a bi-dimensional social justice approach by drawing on a politics of distribution and recognition. While distributive justice has always been at the centre of the problem, it is argued that a solution might also encompass a politics of recognition that puts "place" as a significant category to understand the complexities of rural staffing.
Youth Research Centre, The University of Melbourne, 2019
This research report presents and discusses the
preliminary findings of a mixed-methods research
... more This research report presents and discusses the preliminary findings of a mixed-methods research project examining Italian youth mobility to and formations of belonging in Australia. The project is an international collaboration between the Youth Research Centre at the University of Melbourne, Australia, and the Department of Educational Science at the Universidad Tre di Roma, Italy. It aims to explore how new forms of belonging are constructed by Italian youth and young adults in their host country, Australia. The project examines the social and personal resources needed by recently arrived young Italians to succeed in developing relationships and spaces of belonging through, for example, their connections with other recent Italian migrants, the wider Italian community in Australia, and the Australian people and the local culture.
This chapter draws on a longitudinal study of young Australians to analyse the spatial dimensions... more This chapter draws on a longitudinal study of young Australians to analyse the spatial dimensions of youth transitions through the concept of belonging. It argues that new materialist approaches provide a useful resource for moving beyond transition frameworks. Focusing on the materiality of everyday events in young adults’ lives, the authors show how young people’s transitions are formed over time within networks of relationships with people, places and objects. They conclude that, when understood in this way, the concept of belonging becomes a useful tool for gaining insight into the relationship between biography and history in young people’s lives.
It is common for organizations such as the International Labour Organization and the Organisation... more It is common for organizations such as the International Labour Organization and the Organisation for Economic Cooperation and Development to acknowledge that the links between education and work are far from smooth, creating a ‘crisis’ for youth. This includes increasing rates of unemployment, under-employment and precarious work. In Australia, the federal government response to this crisis for youth has been to suggest the end to an ‘Age of Entitlement’ for youth, cutting education, health and social security provisions and proposing the deregulation of the higher education system. This approach, which fails to acknowledge the profound changes to youth and young adulthood that have occurred over the last 20 years, will exacerbate hardship for young people. This article draws on the concept of a ‘new adulthood’ to analyse the changing nature of school to work transitions, and the impact of these conditions on young adults. Evidence from a two-decade longitudinal research study with two generations of Australians indicates that youth are already immersed in an ‘unspoken’ crisis that has its base in the increasingly complex and tenuous nexus between education and work, creating scarring effects that will mark a generation.
Disrupting Rural Futures and Teachers’ Work: Problematising Aspirations and Belonging in Young People’s Lives, 2019
Building futures for young people in and out of rural places has been a perennial quest for those... more Building futures for young people in and out of rural places has been a perennial quest for those interested in education and youth studies. For rural youth, the opportunities education can afford usually necessitates leaving home to study in a regional or metropolitan campus, with added cost and loss for families and communities. Thus, aiming a post-compulsory education for rural students typically involves ‘higher stakes’ than for their urban counterparts. This chapter examines the impact of the view of education as ‘learning to leave’ (Corbett 2007) against the backdrop of building the social fabric and sustainability of rural places. We explore this tension between the concepts of aspirations and belonging in young peoples’ lives and then consider the implications for changing (rural) teachers’ work. We argue that the tension between belonging and being aspirational, as it is articulated in educational discourse, is central on both individual decision-making and institutional responsiveness. We seek to problematise the relationship between belonging and aspirations by focusing on the impact that rural teachers’ work can have in (re)solving or (re)producing this tension. We draw on case studies in Victoria and Tasmania to examine how different communities represent structures of opportunity, and consider some related challenges and opportunities for rural education.
This chapter brings together the fields of youth studies and theory of justice with the aim to op... more This chapter brings together the fields of youth studies and theory of justice with the aim to open up a space within which it is possible to draw on different theoretical traditions and work from different places and cultures. It draws on political and social theory to outline the development of the relationship between social justice and youth in the last few decades. From a political theory approach, it states a critique of universal and neutral theories of social justice based on liberal democratic traditions that have tended to construct universal and impartial criteria to identify social wrongdoings and injustices, including those that directly affect the lives of young people. From a sociological perspective, it analyses current and recent debates about social transformations and their capacities to create new vulnerabilities for young people. The chapter argues for a relational approach that renders visible the social, economic, and cultural context of young people’s lives. This approach also opens the idea of the pluralization of social justice in the field of youth studies to include claims of redistribution as well as recognition and participation and to challenge the western-centric construction of theoretical and empirical youth work. Ultimately, it is argued that a broader and more inclusive account of cultures and ideas can only benefit those interested in understanding and addressing social inequalities.
The transitions young people make from school to work or further study have become increasingly c... more The transitions young people make from school to work or further study have become increasingly complex, fragmented and non-linear over the past two decades. In part this is because economic and political forces have enabled the boundaries between school and work to become blurred: many high-school students are now engaged in the labour force part-time and many who have left high school can only find casual work rather than full-time employment. Young people undertaking further study at university are also often balancing this with a part-time job. In addition, an increasingly precarious labour market demands from young people and young adults a lifelong learning approach to be successful in the employment spere of their lives. As a result, the pathway from school to work is not a simple one-way street or linear process. Many young people may decide at a later stage to re-enter education or training, and many may change direction completely after making their initial career and /or study decisions. All of the decisions that young people make during this transitional process tend to have long-term consequences: for themselves, for their families and communities, and, in a broader sense, for the economy and society.
In this research report we explore how youth from regional,
rural and remote (RRR) areas experie... more In this research report we explore how youth from regional, rural and remote (RRR) areas experience higher education in a metropolitan institution. We are interested in their university experience, how it is shaped by the institution, as well as how students’ rural subjectivity and identity fits, adapts or is challenged in this new environment. Rather than focusing on issues of learning and academic progression, which are more commonly found in the existing literature, we approach RRR students’ university experience from the standpoints of welfare and their subjective experiences of feeling connected, or not, to their new environment. As they move to a metropolitan university, RRR young people are required to live away from their home and need to construct new spaces of sociality with other students and the university community. We examine the identity work that RRR young people, some of them also from a low socio-economic status background, have to do to negotiate new institutional values, norms and discourses, and social relationships.
How to bridge the gap between individual rights and community interest when it comes to youth, 2018
This paper addresses the question: “How to bridge the gap between individual rights and community... more This paper addresses the question: “How to bridge the gap between individual rights and community interest when it comes to youth?” This question is part of a greater premise posed by Doha International Family Institute to this Expert Group Meeting: what is the role of families in supporting youth transitions? These premises are circumscribed within the goal of discussing “what policies might help countries improve youth outcomes, moving towards the youth-related UN Sustainable Development Goals targets (Target 4.4, 8.5 and 8.6)?” Finally, within this broad framework, another issue helps guiding the direction of this background paper: “the importance of a healthy transition from youth to adulthood in the achievement of SDGs”.
Young adults' perceptions of the future of work: examining their education and employment plans, 2021
To cite this report: Churchill, B. & Cuervo, H. (2021). Young adults' perceptions of the future o... more To cite this report: Churchill, B. & Cuervo, H. (2021). Young adults' perceptions of the future of work: examining their education and employment plans. Melbourne Graduate School of Education, University of Melbourne, Melbourne.
While widening participation in higher education for regional, rural and remote (RRR) Australian ... more While widening participation in higher education for regional, rural and remote (RRR) Australian communities has been a major policy focus in recent years, the pandemic and resulting lockdowns and closures of internal borders between Australian states and territories has impacted significantly upon RRR students who relocate to pursue tertiary education. In this article we draw on intersectional theory and in-depth interview data to understand the experiences, challenges faced by, and related choice-making processes of students during the height of the pandemic period. In the wake of the lockdown and implementation of a study from home university policy, the 27 students interviewed uncovered a new variation of the classic dilemma faced by young people living in rural areas: should I stay or should I go? Drawing on existing insights about student choice in higher education, we analyse mobility decision-making in relation to the participants’ classed, gendered and locational identities. We find that although the pandemic impacted upon all of the participants, their experiences differed significantly and were stratified across existing lines of inequalities related particularly to their access to financial resources and practical assistance. We ultimately contend that while the pandemic and resulting public health measures provide an extraordinary context, they nevertheless highlight some of the key challenges and vulnerabilities faced by RRR students who are unable to quickly marshal financial, emotional and practical support when crises occur, providing insights whose utility persists beyond the pandemic. [ABSTRACT FROM AUTHOR] Copyright of Educational Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
LABOUR & INDUSTRY: A JOURNAL OF THE SOCIAL AND ECONOMIC RELATIONS OF WORK, 2019
Debates around new patterns of youth transitions to adulthood have
been well documented in academ... more Debates around new patterns of youth transitions to adulthood have been well documented in academic research. In a similar vein, there is an important array of research on the rise of precarious work in labour markets. What has been less well understood is what does precarious employment do to young people in their transitions to adulthood. In this paper, we examine the effects of precarious employment on the present and future lives of young people. We draw on two waves of surveys, in 2012 and 2017, from longitudinal research project tracking a cohort of young Australians over the last decade. We track their employment experiences as they transition into adulthood, paying particular attention to the effects that engagement in precarious employment has on their relationships, wellbeing and their ability to plan for the future. Ultimately, our aims to contribute to the current debates on this central contemporary concept of social life, precarious work, by interrogating what precarious employment does to young people’s lives.
The last Australian government review on rural education reveals that staffing schools continues ... more The last Australian government review on rural education reveals that staffing schools continues to be a challenge. To examine this problem, the paper draws on data from semi-structured interviews with pre-service teachers undertaking rural school placement. The aim is to address rural school staffing through a bi-dimensional social justice approach by drawing on a politics of distribution and recognition. While distributive justice has always been at the centre of the problem, it is argued that a solution might also encompass a politics of recognition that puts "place" as a significant category to understand the complexities of rural staffing.
Youth Research Centre, The University of Melbourne, 2019
This research report presents and discusses the
preliminary findings of a mixed-methods research
... more This research report presents and discusses the preliminary findings of a mixed-methods research project examining Italian youth mobility to and formations of belonging in Australia. The project is an international collaboration between the Youth Research Centre at the University of Melbourne, Australia, and the Department of Educational Science at the Universidad Tre di Roma, Italy. It aims to explore how new forms of belonging are constructed by Italian youth and young adults in their host country, Australia. The project examines the social and personal resources needed by recently arrived young Italians to succeed in developing relationships and spaces of belonging through, for example, their connections with other recent Italian migrants, the wider Italian community in Australia, and the Australian people and the local culture.
This chapter draws on a longitudinal study of young Australians to analyse the spatial dimensions... more This chapter draws on a longitudinal study of young Australians to analyse the spatial dimensions of youth transitions through the concept of belonging. It argues that new materialist approaches provide a useful resource for moving beyond transition frameworks. Focusing on the materiality of everyday events in young adults’ lives, the authors show how young people’s transitions are formed over time within networks of relationships with people, places and objects. They conclude that, when understood in this way, the concept of belonging becomes a useful tool for gaining insight into the relationship between biography and history in young people’s lives.
It is common for organizations such as the International Labour Organization and the Organisation... more It is common for organizations such as the International Labour Organization and the Organisation for Economic Cooperation and Development to acknowledge that the links between education and work are far from smooth, creating a ‘crisis’ for youth. This includes increasing rates of unemployment, under-employment and precarious work. In Australia, the federal government response to this crisis for youth has been to suggest the end to an ‘Age of Entitlement’ for youth, cutting education, health and social security provisions and proposing the deregulation of the higher education system. This approach, which fails to acknowledge the profound changes to youth and young adulthood that have occurred over the last 20 years, will exacerbate hardship for young people. This article draws on the concept of a ‘new adulthood’ to analyse the changing nature of school to work transitions, and the impact of these conditions on young adults. Evidence from a two-decade longitudinal research study with two generations of Australians indicates that youth are already immersed in an ‘unspoken’ crisis that has its base in the increasingly complex and tenuous nexus between education and work, creating scarring effects that will mark a generation.
Disrupting Rural Futures and Teachers’ Work: Problematising Aspirations and Belonging in Young People’s Lives, 2019
Building futures for young people in and out of rural places has been a perennial quest for those... more Building futures for young people in and out of rural places has been a perennial quest for those interested in education and youth studies. For rural youth, the opportunities education can afford usually necessitates leaving home to study in a regional or metropolitan campus, with added cost and loss for families and communities. Thus, aiming a post-compulsory education for rural students typically involves ‘higher stakes’ than for their urban counterparts. This chapter examines the impact of the view of education as ‘learning to leave’ (Corbett 2007) against the backdrop of building the social fabric and sustainability of rural places. We explore this tension between the concepts of aspirations and belonging in young peoples’ lives and then consider the implications for changing (rural) teachers’ work. We argue that the tension between belonging and being aspirational, as it is articulated in educational discourse, is central on both individual decision-making and institutional responsiveness. We seek to problematise the relationship between belonging and aspirations by focusing on the impact that rural teachers’ work can have in (re)solving or (re)producing this tension. We draw on case studies in Victoria and Tasmania to examine how different communities represent structures of opportunity, and consider some related challenges and opportunities for rural education.
The introduction to this edited book explains the rationale and main arguments for this collectio... more The introduction to this edited book explains the rationale and main arguments for this collection of chapters. The aim of this book is to contribute to the development of new agendas in youth research that address the roots of inequality and highlight possibilities for social change, as well as promoting a democratisation of the field of youth studies. While there is a burgeoning interest on research from the Global South, the production of scientific knowledge in the social sciences is still skewed towards the Global North. To address this issue, the authors argue for the need of a conceptual and empirical space of invention and experimentation in youth studies, that moves the research agenda beyond the universal conceptualisations from the Global North to include new, and old, ideas, perspectives and stories about and from young people in the Global South. In this chapter, the authors also offer theoretical sketches of what does the Global South mean, and what does the field of sociology of youth looks like from the Global South. The chapter concludes with an analytical explanation of each of the sixteen chapters that compose the epistemological mosaic offered in this book.
The Australian Government’s efforts to increase the proportion of Australians with university-lev... more The Australian Government’s efforts to increase the proportion of Australians with university-level qualifications has placed educational aspirations at the forefront of education policy. Despite increasing numbers of young Australians enrolling in higher education, regional and rural students continue to be underrepresented in university populations. Previous research shows that levels of social capital are positively associated with educational aspirations; therefore, in this paper, we examine the associations between access to various forms of social capital and aspirations for post-school study and employment. We conduct analysis of data collected from 460 students attending government secondary schools located in and around Shepparton in regional Victoria. Of the various measures of social capital, we focus on parent-derived social capital, discussions with parents; student-derived social capital, participation in extracurricular activities and peer-derived social capital, aspirations of their friends. We explore how measures of social capital can be used to critically make sense and engage with the post-school aspirations of young people in the increasingly precarious landscape of youth employment in the twenty-first century.
Although residential mobility has been studied at length, residential immobility has been address... more Although residential mobility has been studied at length, residential immobility has been addressed comparatively rarely. In this article, we draw on interviews conducted with 35 participants aged 38–39 in 2012 in Victoria, Australia, in which they were asked to reflect on their lives over the previous 20 years, focusing specifically on those who have remained in or returned to the areas in which they grew up. We focus on the role of nostalgia in the participants' experiences of and relationships with place, finding that far from signifying a purely, or even predominantly, melancholic experience their expressions of nostalgia held the power to enliven the present, even while anchoring them to the past. We contend that nostalgia can form an integral part of practices that reconcile continuity and change and produce feelings of familiarity and comfort, which buffer individuals against the uncertainties associated with wider contexts shaped by rapid social change.
This research report focuses on Life Patterns Cohort 1 participants who left secondary school in ... more This research report focuses on Life Patterns Cohort 1 participants who left secondary school in 1991 and amidst deep social, labour and economic restructuring of Australian society. These rapid social changes signify the rupture of traditional youth pathways into adulthood. Amidst this backdrop, we draw on existing quantitative and qualitative data from the longitudinal Life Patterns Project to analyse the educational, employment and personal factors which generate the need to upskill or re-train over the life course. Our aim is to examine why some participants, despite already having a post-secondary school qualification, re-engaged in education and training and thus become lifelong learners. While previous Life Patterns research (Dwyer & Wyn 2001; Dwyer et al. 2003) analyses in the 1990s revealed, for example, the non-linear educational pathways taken by Cohort 1 participants, their “bruising” encounter with a more flexible and precarious labour market than their parents’ generation, and an increasing policy rhetoric of the need for self-capitalisation and individual responsibility to manage structural risks; this report focuses on new longitudinal analysis of the lifelong learning choices of this cohort ten years after leaving secondary school (year 2002) and until their mid-forties (year 2017).
Australian and International Journal of Rural Education , 2020
This new important book, edited by Michael Corbett and Dianne Gereluk, interrogates the multiple ... more This new important book, edited by Michael Corbett and Dianne Gereluk, interrogates the multiple intersections between people, land, rural spaces and education in Canada. While the contributors to this volume examine the perennial problem of rural school staffing and the importance of teacher education (as the title of the book suggests), the book goes beyond this topic to offer a robust engagement of the connection between land, rurality and people. It covers a vast ground in rural education and schooling research and challenges readers to rethink the relationship between Canadian settler society and Indigenous lives and cultures; the clash between capitalist development, modernity and rural spaces; the intersection between education and Indigenous people; the usefulness of discourses of aspirations and mobilities in education policy and for rural youth; what is a community for; how useful and what is place-based education; what is education for; and how rural schools can enjoy proper staffing. The book is divided in three sections: "rural education landscape in Canada", "rural identity and relationality", and "place-based and land-based pedagogies". While it is almost impossible to review each of the sixteen chapters in such a short space, it is fair to say that this book matters because it enables ways of thinking, researching and writing about the rural in a relentless urbanized society. In a sense, much of the book can also be understood as an attempt to make sense of, and counteract, the displacement and misrecognition of rural lives and places such as: the displacement of rural people and places by urbanization, "progress" and development; the misrecognition of the cultural status of teaching in rural schools by teacher education programs; and the displacement of Indigenous ways of living and the misrecognition of its cultural rights, status and power.
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Books by Hernan Cuervo
Papers by Hernan Cuervo
rural and remote (RRR) areas experience higher education in a
metropolitan institution. We are interested in their university experience, how it is shaped by the institution, as well as how students’ rural subjectivity and identity fits, adapts or is challenged in this new environment. Rather than focusing on issues of learning
and academic progression, which are more commonly found in the
existing literature, we approach RRR students’ university experience from the standpoints of welfare and their subjective experiences of feeling connected, or not, to their new environment. As they move to a metropolitan university, RRR young people are required to live away from their home and need to construct new spaces of sociality with other students and the university community. We examine the identity work that RRR young people, some of them also from a low socio-economic status background, have to do to negotiate new institutional values, norms and discourses, and social relationships.
background paper: “the importance of a healthy transition from youth to adulthood in the achievement of SDGs”.
been well documented in academic research. In a similar vein, there is
an important array of research on the rise of precarious work in
labour markets. What has been less well understood is what does
precarious employment do to young people in their transitions to
adulthood. In this paper, we examine the effects of precarious
employment on the present and future lives of young people. We
draw on two waves of surveys, in 2012 and 2017, from longitudinal
research project tracking a cohort of young Australians over the last
decade. We track their employment experiences as they transition
into adulthood, paying particular attention to the effects that
engagement in precarious employment has on their relationships,
wellbeing and their ability to plan for the future. Ultimately, our aims
to contribute to the current debates on this central contemporary
concept of social life, precarious work, by interrogating what precarious
employment does to young people’s lives.
preliminary findings of a mixed-methods research
project examining Italian youth mobility to and
formations of belonging in Australia. The project is an
international collaboration between the Youth Research
Centre at the University of Melbourne, Australia, and the
Department of Educational Science at the Universidad
Tre di Roma, Italy. It aims to explore how new forms of
belonging are constructed by Italian youth and young
adults in their host country, Australia. The project
examines the social and personal resources needed by
recently arrived young Italians to succeed in developing
relationships and spaces of belonging through, for
example, their connections with other recent Italian
migrants, the wider Italian community in Australia, and
the Australian people and the local culture.
rural and remote (RRR) areas experience higher education in a
metropolitan institution. We are interested in their university experience, how it is shaped by the institution, as well as how students’ rural subjectivity and identity fits, adapts or is challenged in this new environment. Rather than focusing on issues of learning
and academic progression, which are more commonly found in the
existing literature, we approach RRR students’ university experience from the standpoints of welfare and their subjective experiences of feeling connected, or not, to their new environment. As they move to a metropolitan university, RRR young people are required to live away from their home and need to construct new spaces of sociality with other students and the university community. We examine the identity work that RRR young people, some of them also from a low socio-economic status background, have to do to negotiate new institutional values, norms and discourses, and social relationships.
background paper: “the importance of a healthy transition from youth to adulthood in the achievement of SDGs”.
been well documented in academic research. In a similar vein, there is
an important array of research on the rise of precarious work in
labour markets. What has been less well understood is what does
precarious employment do to young people in their transitions to
adulthood. In this paper, we examine the effects of precarious
employment on the present and future lives of young people. We
draw on two waves of surveys, in 2012 and 2017, from longitudinal
research project tracking a cohort of young Australians over the last
decade. We track their employment experiences as they transition
into adulthood, paying particular attention to the effects that
engagement in precarious employment has on their relationships,
wellbeing and their ability to plan for the future. Ultimately, our aims
to contribute to the current debates on this central contemporary
concept of social life, precarious work, by interrogating what precarious
employment does to young people’s lives.
preliminary findings of a mixed-methods research
project examining Italian youth mobility to and
formations of belonging in Australia. The project is an
international collaboration between the Youth Research
Centre at the University of Melbourne, Australia, and the
Department of Educational Science at the Universidad
Tre di Roma, Italy. It aims to explore how new forms of
belonging are constructed by Italian youth and young
adults in their host country, Australia. The project
examines the social and personal resources needed by
recently arrived young Italians to succeed in developing
relationships and spaces of belonging through, for
example, their connections with other recent Italian
migrants, the wider Italian community in Australia, and
the Australian people and the local culture.