Constructing identities and making careers: Young people's perspectives on work and learning

Abstract

This article argues that 'transition' offers a limited and outmoded conceptual frame for understanding young people's engagement with work and learning. It draws on two studies of young people to provide insights into the study and work experiences of older and school-aged youth. Our analysis suggests that rather than focussing narrowly on outcomes alone, transition should be seen as a process of identity development. Research on young people's perspectives reveals the active investment that they make to produce identities and foreshadow the emergence of new meanings of career. Four factors are especially relevant to this process: continuing inequalities; the contexting of choice; flexibilit..