Conclusion: Developing Conceptual Understandings of Transitions and Policy Implications

Autor/inn/en	Downes, Paul; Anderson, Jim; Nairz-Wirth, Erna
Titel	Conclusion: Developing Conceptual Understandings of Transitions and Policy Implications
Quelle	In: European Journal of Education, 53 (2018) 4, S.541-556 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12305
Schlagwörter	Stellungnahme; Change; Interdisciplinary Approach; Disadvantaged; Hermeneutics; Systems Approach; Violence; Cultural Capital; Time; Students; Parents; Social Class; Ethnicity; Sex; Educational Policy + Suchen Sie Ihr Suchwort? Wandel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hermeneutik; Systemischer Ansatz; Gewalt; Zeit; Student; Schüler; Schülerin; Studentin; Eltern; Social classes; Soziale Klasse; Ethnizität; Geschlecht; Geschlechtsverkehr; Politics of education; Bildungspolitik
Abstract	Transition requires a multidimensional, interdisciplinary approach for its re-conceptualisation to bring to the fore systemic and power related concerns affecting marginalised and vulnerable groups. This concluding article examines the special issue articles through a range of perspectives. These include examining transitions through a hermeneutics of suspicion, as a mask to displace focus away from other issues of system blockages and failures, building on Bronfenbrenner's ecological systems theory and Bourdieu's symbolic violence and cultural capital. A distinctive focus on spatial systems as concentric relational spaces contrasted with fragmented, hierarchical diametric spatial systems is applied to transitions. This goes beyond conventional spatial assumptions of transition as a "bridge". Temporal assumptions underpinning transitions are explored to challenge one directional approaches, while key issues of marginalised students' and parents' voices are highlighted. Intersectionality theory is invoked to examine the interplay between issues of social class, ethnicity, gender in the special issue articles. Building on the special issue articles' qualitative and quantitative research findings, key policy conclusions for transitions are identified. These include the need to promote relational spaces, increase system capacity, develop flexible nonlinear pathways, address structural segregation issues, and recognise that formal equality principles are insufficient for a culturally responsive approach to transitions. These policy conclusions regarding transitions are relevant for the multiple educational domains explored, ranging from early childhood, primary, postprimary, through to access to university and the labour market. They go beyond typical transition policy responses of induction days, information transfer, staff and interinstitutional communication, and curricular bridging approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01