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• W373145209 abstract "The challenges that Australian young people face as they go about 'making a life' areamplified for those who grow up in rural places. This is due to the specific nature ofemployment opportunities, educational provision, available public transport andcommunity expectations pertaining to life in the country. The aim of this thesis is toexplore the social processes involved as young people in a small rural communitynegotiate a series of life transitions - from school to work, from local settlement toresidency elsewhere, from youth to adulthood, and so on. Issues of class and genderare examined from the point of view of socio-economic resources, familyinteractions, social networks and cultural milieux.Focussing upon the 'lived experience' of young people, as told through stories and asindicated in diverse trajectories, this thesis follows 32 young people 'making a life'in Geeveston, a small rural town in Southern Tasmania. This is a qualitative,longitudinal research project that spans the time from early high school to post-highschool options and issues for the subject group. Data was collected through focussedinterviews (1995, 1997, and 1999), observations, and essays.In theoretical terms, individual stories and intra-group comparisons highlight issuesrelating to human agency and social structure. That is, the study demonstrates theways in which the activities of, and choices made by particular individuals areexpressions of the societal resources (material, symbolic and cultural) available tothem. It explores the ways in which wider social structures (eg., class and gender)are implicated in the allocation of these resources.Young people's lives are enmeshed within the lives of their families andcommunities. When respondents are asked about their futures, they tell rich storiesabout 'past, present, future and me'. Their stories reveal the different geographical,social and symbolic worlds (worlds of meaning) in which they live. Their accountsdiffer most across two axis: whether they are set in 'global' or 'local' worlds; andwhether stories are 'clear' or 'unclear' (fragmented). On the basis of thesedifferences, four ideal-types of cultural orientation emerge: 'exploring', 'settling','wandering' and 'retreating'. These orientations clearly reflect issues of individualand group history, and particularly, very specific class and gender experiences.The typology, developed from early interviews, is central to subsequent datacollection and analysis. Re-interviews show how practices of 'story-ing' are centralto lived experience, to individuals' ability to negotiate and to engage in the settingsin which they find themselves. The lived experiences of those who have foundinstitutional support for major life-projects contrast to those who are 'hassled',hemmed-in, are frustrated or 'doing-time'.As they make lives and make sense of it all, respondents are being creative but withvery different resources. Their stories function as catalogues of 'resources-at-hand',or the different resources ,that they are accessing. Resources vary in type: practical(eg. food, shelter, health care, work), symbolic ( eg. language, conceptual frames,stocks of knowledge) and resources of habit and practice (eg. abstraction,reflexivity). Different layers of resources overlay and interplay, shaping individuals'situations, and multiplying differences in life-chances.Finally, the thesis explores social processes by which these different types ofresources become available to respondents. In all cases, resource flows depend uponrelationships of trust (with individuals, groups, and/or institutions), that in turndepend upon individual and group history. Again, local issues, and gender and classissues are vital. The implications of the findings for research, policy and practice arediscussed." @default.
• W373145209 created "2016-06-24" @default.
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• W373145209 date "2001-01-01" @default.
• W373145209 modified "2023-09-27" @default.
• W373145209 title "Making a life" @default.
• W373145209 hasPublicationYear "2001" @default.
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