The Long Transition: Class, Culture and Youth Training by Robert G. Hollands

By Robert G. Hollands

A research of adlescent education schemes and formative years politics within the united kingdom. It uncovers a chain of transitions into the realm of labor, discusses their wider results at the domestic, neighborhood, rest, politics, sexuality and ethnicity and assesses the impacts such alterations can have upon the labour flow.

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Most importantly, however, are the various ways off-the-job training reflect different lifeskilling regimes or life and social skill models. Although life and social skills training is not officially laid down in the design framework, many researchers argue that it undergirds the entire YTS curriculum (Linell, 1983; Davies, 1979; Green, 1983; Finn, 1983). The importance of a deficit model of lifeskilling (that is, working-class kids lack the qualities necessary for employment) is confirmed by the persistence of 'personal effectiveness' as one of the four main training outcomes of the twoyear scheme.

Over the course of the research, a series of in-depth interviews and observations were carried out with approximately 11 forty-six young people as they made their way through the YTS into work, further training or unemployment. The methodology and analysis used belongs to a tradition of cultural ethnography which attempts to situate human meanings and actions in the context of social relations, customary practices and institutional arrangements that characterise the social structure. 12 During the fieldwork phase, over 200 trainees were contacted and twenty individual schemes were visited.

7), is more explicit about the purpose of a proper induction period: 'The process of induction has always been seen as an important basis of communication and orientation facilitating smooth transition of individuals to company and group activities, enabling appropriate adjustments to take place' (my emphasis). While this period could be an important first step in examining the purpose and politics behind the YTS, 3 instead I would argue that it is here where many of the negative orientations and informal working-class knowledges about schemes are challenged.

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