¿Cómo deciden las y los adultos jóvenes sobre su futuro, cuando viven con desigualdad en el

Norte de Inglaterra?

Esta conferencia presenta cómo el sistema educativo en Inglaterra puede limitar las opciones de carreras a futuro para gente joven que vive con desventajas en el norte de Inglaterra. La realidad que se percibe a través de estudios de caso de las vidas reales de la gente joven será contrastada con las ideas alrededor de la elección libre y los futuros abiertas que son promovidas en la política y los servicios ofrecidos por el gobierno.

Who Am I?

What did I do?

• PhD at the school of Environment, Education and Development (Manchester University)

• Masters in International Development and Social Policy (Manchester University)

• BA Degree in Youth and Community Work (Manchester Metropolitan University)

My Research

This Presentation

¿Cómo deciden las y los adultos jóvenes sobre su futuro, cuando viven con desigualdad en el Norte de Inglaterra?

How do young people decide about their future, when they live with inequality in the North of England?

Manchester and the North West

‘Jobs for life’

There were too many jobs, so we build garden cities!

What has changed?

• Jobs in industry no longer exist• People like ‘Eric’ and his family are finding it hard

to support the future of their children • In Manchester 1,000,000; just over 20% of young

people between 16-24 are unemployed (IMD, 2015)

• 20% of neighborhoods in Greater Manchester are in the top 10% most deprived in the country (IMD, 2015)

Shameless

Carrie

• High achiever• Looks for a different life

to the estate• Thinks carefully about

her options

What are the government saying?

‘To inspire pupils to think about their future possibilities, to be informed about education, training and career options; to asses their current strengths and areas for development; and to acquire skills valued by employers’ (Ofsted, 2016)

And….Archer (2007, 2010)

Archer (2007, 2010)

Reflexivity

Self talk

Construction of self

Construction of idea

I’m always asking the different teachers. They know what I’m like, they must think I’m dead rude but I just ask like, how much does that person get paid, what do you have to do for that, I just waffle on with myself (Carrie, interview 3).

Although Carrie is a:• High achiever• Looks for a different life to

the estate• Thinks carefully about her

optionsHOWEVER• She is the granddaughter of

a cotton mill worker• Lives in Wythenshawe• Attends a school in

Wythenshawe

Bourdieu (1977)

Field of PowerSchool

School

School

Course offered in college

Carries Ideas1 Interview 2 Interview 3 Interview 4 Interview

Job idea

Pediatric nurse General nurse Teacher

Art teacher Primary school teacher Secondary school teacher Support worker Paediatric nurse General nurse

Art teacher Primary school teacher Secondary school teacher Support worker

Primary school teacher

College idea

Learning and Development, Child Health, Counselling

BTEC in Childcare BTEC in Childcare

“No, I don’t even, like… this school has took us to, like, Universities to look around and they told us everything, like, the loans and all that, we did some day at [the] University and the er… was it student ambassadors, yeah, them, they was telling us everything… Like, the loans, everything that they do to survive and stuff… stuff like that… and how… They took us in the lecture rooms but we’ve not been to, like, the colleges and stuff, to do stuff like that and I think we should really ‘cause college is before Uni and if you don’t know what you’re doing at college then how could you get into Uni anyway?”(Carrie, interview 1)

“They won’t go further than Wythenshawe, I don’t want to sound snobby but they go on, you know the Micky Mouse courses. This is such a shame ‘cause there are some great kids here, you know really capable ones!” (English teacher, July 2013)

So what about Bolivia?

Some books and Journals• Archer, M. (2010). Conversations About Reflexivity, London: Routledge. • Shildrick, T., MacDonald, R., Webster, C. & Garthwaite, K. (2012). Poverty and

Insecurity: Life in low-pay, no-pay Britain. Bristol: Policy Press. • White, D. (2014). How are the career related decisions of young people from

disadvantaged backgrounds shaped during their transition towards the end of compulsory schooling? PhD thesis, University of Manchester.

• Furlong, A. & Cartmel, F. (2006). Choice biographies and transitional linearity: Re-conceptualising modern youth transitions, Social Science, 79, 225-239.

• Willis, P. (1997). Learning to Labour: How Working Class Kids Get Working Class Jobs. Aldershot: Ashgate.

• Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press.

• Bourdieu, P. (1984, 2010 reprint). Distinction: a social critique of the judgement of taste. Abingdon: Routledge.

If you want to read any of my work…

mmu.academia.edu/daniellewhite