Doctoral Training College

This thesis explores the two year transition period leading towards the end of compulsory schooling. It asks how young people who live in disadvantaged locations make career related choices, and is concerned with why such people often do not choose in ways that are advantageous to them. In order to provide a comprehensive understanding of how young people’s career related decision-making is shaped, this study uses an approach that is both theoretically engaged and young person focused.
Thirteen young people took part in the research over two years; interviews utilised visual research and analysis methods to engage with the experiences of these young people towards the end of their time studying at a secondary school in the North West of England. Data is analysed using a conceptual framework that incorporates selected ‘thinking tools’ from Bourdieu (1977) to explore the structural influences shaping career ideas that are typical for this group (i.e. ‘field’, ‘habitus’, ‘social capital’ and ‘cultural capital’). The concept of reflexivity is also used to consider the presence of and potential for these young people to exercise agency within the structurally embedded context in which they are situated.
The study demonstrates the ways in which the career ideas of these young people are heavily shaped by the environment they inhabit and, therefore, typically reproduce the existing, limited range of occupations already prevalent within the community. The social networks participants engage with when contemplating their ideas are critical in this process of reproduction since they mediate transference of cultural capital to the habitus. Such networks tend to be insular and made up of close family and friends. However, there is also evidence that reflexivity within this context is possible, and this can be vital in promoting social mobility - but this requires the creation of spaces where young people can reflect and discuss their experiences and options with actors who are genuinely seen as trustworthy (I argue that this occurred for some participants through this research process). Finally, the study concludes that although reflexivity is atypical for students from socially disadvantaged backgrounds, in certain circumstances it shows the potential to be transformative.

As part of the Equality, Diversity and Human Rights agenda for Salford NHS commission group a piece of participatory research was commissioned by Langworthy Cornerstone. Under a partnership with Manchester Metropolitan University ten community researchers were trained in research methods and supported in conducting 23 interviews in 7 languages over 6 months. 

The research explores the experiences and needs of highly diverse sample of residents across the Salford area of Greater Manchester, a community which has diversified significantly.  Report findings have been used to inform the engagement of Langworthy Cornerstone with this community as set out in its forthcoming business plan.

6 Declaration of Original Contribution 7 Copyright Statement 8 Acknowledgements 9 Figures 10 Abbreviations 12 Part 1: Introduction to the Thesis Chapter 1: Introduction 13 1.1: Professional Background and Research Focus 13 1.2: Research Approach 15 1.3: The Location of this Research in the Literature 16 1.4: Structure of Thesis 18 1.5: Chapter Summary 19 Part 2: The Literature Chapter 2: Literature Review 20 2.1: The Train Journey 21 2.2: The Transition Landscape 23 2.3: The Car Journey 25 2.4: The Interpretation 28 2.5: Reflexivity 33 2.6: Chapter Summary 35 Chapter 3: Conceptual Framework 37 3.1: Summary of the Concepts 38 3.2: The Concept of Field 40 3.3: The Concept of Habitus 44 3.4: The Concept of Social Capital 47 3.5: The Concept of Cultural Capital 51 3.6: The Concept of Reflexivity 53

Los Bri Bri: Los Bri Bri son un pueblo indígena nómada, tienden a tener poca educación y atención médica debido a su aislamiento en los bosques, pero son autosuficientes tanto en los cultivos y en el ganado. Raizes etnicas (donde viven): Pueblo valeroso, que aun habitan las montañas de Talamanca, Costa Rica la comunidad Bri Bri representa un grupo étnico poco conocido con aspiraciones de contar con su propia región. También existe un grupo de 300 personas asentados en Panamá y que abarca nueve comunidades en la provincia de Bocas del Toro, fronterizo con Costa Rica. Su lengua,religion, arte y otras tradiciones: • Su lenguaje pertenece a la familia Chibchan. Es el idioma bri bri que ha sido conservado tanto en forma oral y se hace un gran esfuerzo alentando la forma escrita. • Los bribris práctican el chamanismo.La religión bribri es el conjunto de creencias de índole chamánica, que profesan los indígenas bribris de Costa Rica. La religión bribri se basa en el culto a Sibú, creador y héroe cultural; en el poder de los awápa o chamanes; y en la estructuración del pueblo en distintos clanes. • Su más importante expresión artesanal es la cestería y la fabricación de instrumentos musicales, para lo cual utilizan diversos elementos naturales. Otras tradiciones: • Bri bri son agricultores que cultivan alimentos básicos tradicionales como el maíz, los frijoles y la yuca dulce (yuca), sembrados con el palo de cavar. • La mayoría de las mujeres Bri bri participan en el comercio de bienes con los vecinos. • Asisten a las ceremonias católicas públicas, como las que conmemoran los santos patronos, la Navidad y la Semana Santa, también son eventos importantes. • Para las celebraciones se celebra la danza Sorbón, en que hombres y mujeres forman un gran círculo marcado por sus pasos, y que simboliza la solidaridad y la pertenencia a la tierra. Esta danza por lo general se dio después de la construcción de un rancho comunitario o la reparación de un puente colgante y va acompañada de la chicha, alcohol de maíz • Los ancianos son respetados. Las abuelas tienen un papel muy importante en la transmisión de historias, costumbres y tradiciones. • En la cultura bribri la mujer ha tenido libertad y autoridad en asuntos privados. En la separación conyugal, dispone si entregar a los niños a sus padres o que permanezcan con ella. Cultivan sus propios terrenos y lo que producen en ellos se respeta como de su propiedad. • Tenían rituales para todo tipo de cosas; matrimoniales , de pubertad varones e mujeres, rituales de nacimiento rituales funerarios y sacrificios humanos. • El acto de casarse no requiere de una ceremonia o ritual específico entre los bribris.