空间因素如何影响愿望的形成和作用

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Valerie L Farnsworth
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引用次数: 0

摘要

当青少年即将结束义务教育时,他们面临着关于未来教育、培训和就业的抉择。本文认为,对未来教育、培训和职业前景的想象可能在很大程度上具有未被充分认识到的社会空间维度。这一观点打破了人们对职业决策的固有观念,认为职业决策是基于学术优势、技能或天赋的理性决策。这一空间论点源于对 15 名居住在英格兰的年轻人进行的访谈分析。取样是随机的,设计也很灵活,使我能够探索使用不同的方法来突出对空间和地点的思考。访谈采用了视觉方法(包括照片声音),促使年轻人谈论他们对地方和空间的概念,以及对未来教育、培训和职业的考虑。我特别关注了三位参与者的反思,我认为年轻人正在通过安置过程来构建索贾提出的 "三分之二空间"(thirdspaces)概念。这一过程既支持了愿望的形成,也打破了强加的结构或标签,否则这些结构或标签可能会决定特定的 16 岁后出路和主体性。对于三位参与者,我考虑了他们的空间概念是对文化期望、限制和结构的隐性回应。这三位参与者被描述为发展了尤索(Yosso)所称的具有空间信息的导航和抵抗资本。在分析过程中,我们从身份和隐含的主体性角度对代理权进行了诠释。年轻人将自己置身于可能的未来的过程,以及对想象中的三度空间的构建,可能是一种尚未开发的文化资源,为年轻人在 16 岁后的决策和规划提供信息,从而引导他们建立自己所珍视的未来之路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How spatial considerations figure into aspiration formation and agency
As young people near the end of compulsory schooling they are faced with decisions about what future education, training and employment they will pursue. This paper argues that imagined future education, training and career prospects can have largely under-recognised socio-spatial dimensions. This claim disrupts received notions around careers decision-making as distinctly rational, based on academic strengths, skills, or talents. This spatial argument follows from a theoretically-informed analysis of interviews conducted with 15 young people living in England. Sampling was opportunitistic and the design flexible to enable me to explore the use of different methods which could foreground reflections on space and place. Interviews employed visual methods (including photo voice) to prompt young people to talk about their conceptualisations of places and spaces as well as future education, training and career considerations. Focusing in particular on three participants’ reflections, I suggest that through a process of emplacement young people are constructing thirdspaces, a concept proposed by Soja. This process both supports aspiration formation and disrupts imposed structures or labels that might otherwise be deterministic of particular post-16 pathways and subjectivities. For three participants, I consider the ways their conceptions of spaces are implicit responses to cultural expectations, limitations and structures. These three participants are presented as developing what Yosso has called spatially-informed navigational and resistant capitals. Claims are made in the context of an analysis framed by an interpretation of agency in terms of the identity and implied subjectivities. The process by which a young person emplaces themselves in a possible future and the construction of imagined thirdspaces could be untapped cultural resources informing young people’s post-16 decisions and planning which could lead them to build future pathways they themselves value.
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来源期刊
Research in Education
Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.70%
发文量
9
期刊介绍: Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.
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