LEADER 06100nam 22009135 450 001 9910255155103321 005 20240307131014.0 010 $a9781137526403 010 $a1137526408 024 7 $a10.1057/9781137526403 035 $a(CKB)3710000000517093 035 $a(EBL)4096852 035 $a(SSID)ssj0001616699 035 $a(PQKBManifestationID)16349228 035 $a(PQKBTitleCode)TC0001616699 035 $a(PQKBWorkID)14921950 035 $a(PQKB)10278053 035 $a(SSID)ssj0001580205 035 $a(PQKBManifestationID)16260020 035 $a(PQKBTitleCode)TC0001580205 035 $a(PQKBWorkID)14808107 035 $a(PQKB)10710635 035 $a(DE-He213)978-1-137-52640-3 035 $a(MiAaPQ)EBC4096852 035 $a(PPN)191698695 035 $a(Perlego)3488881 035 $a(EXLCZ)993710000000517093 100 $a20160126d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEducating Generation Next $eYoung People, Teachers and Schooling in Transition /$fby Lucas Walsh 205 $a1st ed. 2016. 210 1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2016. 215 $a1 online resource (218 p.) 300 $aDescription based upon print version of record. 311 08$a9781349559305 311 08$a134955930X 311 08$a9781137526397 311 08$a1137526394 327 $aCover; Educating Generation Next; Contents; Acknowledgements; About the Author; Introduction; The structure of this book; A brief note about data; Defining young people; Use of the term 'soft skills'; A final note about context; Part I: Navigating Seas of Uncertainty: The Impact of the GFC and Beyond on Young People; 1: Young People, Precarity and a Workforce in Transition; The aftermath of the GFC: 2008 to present; Declining full-time work; Increasing part-time and casual work; Unemployment; Underemployment, underutilisation and involuntary part-time work; Conclusion 327 $a2: The Big Four: Structural Marginalisation, Globalisation, Demographic Change and TechnologyIntroduction; Who is most at risk of marginalisation?; Socio-economic and geographic factors; Indigenous young people; The impact of globalisation; Global flows of work; Demographic change; Young people in the Asian century; Technology; Political change; Financescapes; Conclusion; 3: Neoliberal Policy and Precarity; Introduction; Preparing for precarity; Policy responses to precarity; A brief overview of neoliberalism; Neoliberal responses to young Australians in and out of work 327 $aA view from business: employer perceptions of young peopleThe preparedness of young people to participate in a changing workforce; Conclusion; Part II: Young People, Teaching and Schooling in Transition; 4: Adversity Capital; Introduction; A return to foundational and soft skills; Soft skills in the Australian Curriculum; Adversity capital; Adversity capital, neoliberalism and resilience; Conclusion; 5: Teachers in Transition: Current Challenges; Introduction; Teaching at front and centre; The current policy environment; Initial teacher education; Professional learning and collaboration 327 $aTeaching for diversityCurriculum; Insecurity in the teaching workforce; Conclusion; 6: Beyond the School Gates: Are Our Education Institutions Obsolete?; Reappraising where learning takes place; Opening the school gates; The vertical misalignment of policy and practice; Opening up the business of schooling; The third sector; Parents; Getting young people more involved; Mobility, demography and technological access in the 21st century; Conclusion; Conclusion: Where to for Young People?; Perception 1: schools are the default sites for learning; Perception 2: young people are reluctant to work 327 $aPerception 3: secure work is available if young people want itPerception 4: young people should just go to where the work is; Perception 5: getting young people into a job - any job - will improve their prospects; Perception 6: Work for the Dole improves young people's chances of finding work; Perception 7: working life becomes more stable and secure as one gets older; Perception 8: responding to the challenges of the contemporary workforce is a matter of individual choice; Perception 9: the market can solve some key problems in youth transitions 327 $aPerception 10: young people are optimistic about the future 330 $aIs the current industrial model of schooling capable of preparing young people for modern working life? This book provides an unsettling picture of the challenges young people face following the uncertainty of the Global Financial Crisis. It asks whether teachers and schooling are able to provide the skills needed in a contemporary global economy. 606 $aEducational sociology 606 $aEducation and state 606 $aSociology 606 $aSocial groups 606 $aSchool management and organization 606 $aSchool management and organization 606 $aMacroeconomics 606 $aSociology of Education 606 $aEducational Policy and Politics 606 $aSociology of Family, Youth and Aging 606 $aOrganization and Leadership 606 $aMacroeconomics and Monetary Economics 615 0$aEducational sociology. 615 0$aEducation and state. 615 0$aSociology. 615 0$aSocial groups. 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 0$aMacroeconomics. 615 14$aSociology of Education. 615 24$aEducational Policy and Politics. 615 24$aSociology of Family, Youth and Aging. 615 24$aOrganization and Leadership. 615 24$aMacroeconomics and Monetary Economics. 676 $a370.113 700 $aWalsh$b Lucas$4aut$4http://id.loc.gov/vocabulary/relators/aut$01063054 906 $aBOOK 912 $a9910255155103321 996 $aEducating Generation Next$92529875 997 $aUNINA