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- W2108464332 abstract "The purpose of this special issue is to stimulate a new conversation using radical international perspectives on transitions in learning – formal and informal – experienced by young people, and reported in this eclectic collection of articles. One of the key challenges is to understand how we might re-theorise transition using these international perspectives as critical tools. In the UK, it has been argued, the traditional structures of transition have become obscured within a ‘marketised education’ offering the ‘illusion’ of individual choice. For example, Biesta (2006) wrote that a ‘predicament’ could arise from the concept of lifelong learning where participants can feel a lack of empowerment to create their own learning ‘agenda’ amid conflicting life and social demands. These factors can result in a paradoxical process: the increasing of ‘individualisation’ in the public sphere, and simultaneously increased reliance upon family resources in the private sphere. In a parallel vein, Cote and Levine (2002, cited in Schwartz et al, 2005) observe:" @default.
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- W2108464332 date "2012-01-01" @default.
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- W2108464332 title "Researching Transitions in Learning and Education: International Perspectives on Complex Challenges and Imaginative Solutions" @default.
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- W2108464332 doi "https://doi.org/10.2304/rcie.2012.7.4.394" @default.
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