On-track to what? Foucauldian analysis of Victorian post-compulsory education policy

Kamp, Annelies 2004, On-track to what? Foucauldian analysis of Victorian post-compulsory education policy, in AARE 2004 conference papers collection, Australian Association for Research in Education, Melbourne, Vic., pp. 129-129.


Title On-track to what? Foucauldian analysis of Victorian post-compulsory education policy
Author(s) Kamp, Annelies
Conference name Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 28 Nov. - 2 Dec. 2004
Title of proceedings AARE 2004 conference papers collection
Editor(s) Jeffrey, Peter L.
Publication date 2004
Start page 129
End page 129
Publisher Australian Association for Research in Education
Place of publication Melbourne, Vic.
Summary Current ideas of adolescent development portray a slow steady movement toward adulthood. These notions developed hand in hand with social practices that evolved in the latter half of the 19th century and contemporaneously with modernisation. During this period conceptions of adolescence included longer stays in school, organised leisure activities, juvenile justice policies and the protection of youth from child labour. Lesko (2001) works from a position that the modern age is defined by time, an understanding that events and change are meaningful in their occurrence in and through time. She examines adolescence as partaking of panoptical time which is condensed and commodified; a time framework that compels us - scholars, educators, parents, and teenagers - to attend to progress, precocity, arrest, or decline" (2001 p.41). Panoptical time can be used to explore how ideas of what is 'normal' development can be used to privilege particular ways of being an adolescent, to monitor who is deemed to be 'at risk' of not conforming to that model and to govern their behaviour. A Foucauldian analysis suggests the formation of 'at risk' identities reflects historically specific discourses. An understanding of how these and other discursive constructions are formed opens the way for resistance. This presentation explores the recent implementation of On-Track and On-Track Connect within Victorian government policy and explores the experience of a Local Learning and Employment Network in implementing the policy.
ISSN 1324-9339
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category E3 Extract of paper
Persistent URL http://hdl.handle.net/10536/DRO/DU:30014372

Document type: Conference Paper
Collection: School of Social and Cultural Studies in Education
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