Theorising and Preparing Students for Precarity: How Can Leaders and Educators Better Prepare Students to Enter an Increasingly Insecure Workforce?

Autor/inn/en	Walsh, Lucas; Gleeson, Joanne
Titel	Theorising and Preparing Students for Precarity: How Can Leaders and Educators Better Prepare Students to Enter an Increasingly Insecure Workforce?
Quelle	In: Journal of Educational Administration and History, 54 (2022) 1, S.7-19 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walsh, Lucas) ORCID (Gleeson, Joanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2020.1868981
Schlagwörter	Career Education; Secondary School Students; Foreign Countries; Entrepreneurship; Job Security; Job Skills; Career Choice; Australia + Suchen Sie Ihr Suchwort? Arbeitslehre; Sekundarschüler; Ausland; Unternehmungsgeist; Arbeitsplatzsicherheit; Produktive Fertigkeit; Australien
Abstract	Workforce insecurity has significant implications for the role of school leaders and teachers preparing students for changing worlds of work. For educators to better prepare students to enter an increasingly casualised labour workforce, there first needs to be an acknowledgement of how students perceive themselves in relation to post-school life. Drawing on a study of approximately 2500 secondary school students in the Australian state of Victoria, the figure of homo promptus is presented as a figure of youth to understand the real and imagined characteristics of students as workers-in-the-making. Homo promptus is entrepreneurial and strategic, yet on 'standby' as short-termism problematises future planning. This figure is overlaid onto students' perceptions of their own career identity relative to post-school aspirations and transitions. The emergence of homo promptus and the broader labour and education landscapes from which this conceptualisation has been developed have implications for school leaders, teachers and school-based careers advisors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11