Being Late, Going with the Flow, Always Doing More: The Cruel Optimism of Higher Education in Jordan

Autor/in	Shirazi, Roozbeh
Titel	Being Late, Going with the Flow, Always Doing More: The Cruel Optimism of Higher Education in Jordan
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 3, S.293-310 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shirazi, Roozbeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1659444
Schlagwörter	Foreign Countries; Middle Class; Males; Outcomes of Education; Youth; Neoliberalism; Experience; Labor Market; Higher Education; Social Mobility; Career Readiness; Employment Level; Social Influences; High School Students; Jordan + Suchen Sie Ihr Suchwort? Ausland; Mittelschicht; Male; Männliches Geschlecht; Lernleistung; Schulerfolg; Jugend; Jugendlicher; Jugendalter; Neo-liberalism; Neoliberalismus; Erfahrung; Labour market; Arbeitsmarkt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Mobilität; Beschäftigungsgrad; Sozialer Einfluss; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Berlant's notion of cruel optimism refers to investments in material structures, social norms, and ideological claims of being that work against individual and collective flourishing. Drawing on ethnographic and interview data spanning 2007-2016, this longitudinal study utilizes cruel optimism to explore material and affective investments of middle class Jordanian men into becoming educated, despite their acknowledgement that education delivers limited social mobility. Analyses of school-to-work transitions suggest Jordanian youth is confronting longer periods of transition, rather than indefinitely living in times of compromised possibility. However, a focus on ameliorating transitions and 'mismatches' in youth skills and expectations, does not adequately consider how shared understandings of the promise of education change over time, nor how uncertainties of transition become normalized as everyday life. Through participants' life trajectories, this article examines youth modes of improvisation when 'transitions' persist indeterminately, and sanctioned means of future-building fail to deliver normative ideals of the present. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01