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Cultural Diversity and the School-To-Work Transition: A Relational Perspective

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Cultural and Social Diversity and the Transition from Education to Work

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Abstract

Drawing on evidence from the European tourism sector and adopting a Bourdieusian approach, this chapter embraces a relational perspective on the school-to-work transition. Taking account of macro public policy, as well as meso organisational and micro individual social spheres, the reported study sought to develop insights on the perceived value of, and demand for, diversity in the European tourism sector. Based on data from three research instruments, it is suggested that in the European tourism sector, the school-to-work transition is in a process of transformation as a number of forces, including neo-liberalism, globalisation and the “democratisation” of education, mitigate against the normative school-to-work transition in developed economies. While deregulation and liberalisation policies have generated substantial numbers of jobs in the sector, they tend to be low-level deskilled roles undertaken by a growing number of mobile and flexible workers entering the European labour market. Also, these structural changes seem to offer fewer opportunities for a stable transition from school- to career-oriented work. This macro context provides the terrain on which cultural diversity has come to be assigned value in the discourse and praxis of social groups and organisations. Yet, despite the “value-in-diversity” rhetoric emerging from the public and private sector, evidence from this study suggests that for both tourism organisations and individuals working in, or entering, the sector, cultural diversity is represented not as a source of value-laden possibilities but as part of the structured dispositions of individual and organisational habitus.

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Notes

  1. 1.

    Harvey (2006:145) views neo-liberalism as “a theory of political economic practices which proposes that human well-being can best be advanced by the maximization of entrepreneurial freedoms within an institutional framework characterized by private property rights, individual liberty, free markets and free trade”. Lawrence (2005:317) takes the term neo-liberalism to describe “policies of market deregulation, a reformulation of the old liberalism, within the new context of global rather than national markets. In addition, he sees neo-liberalism as denoting “a corresponding decline in the cohesion and regulatory powers of the nation state”.

  2. 2.

    For Chopra (2003:421) doxa is “an unquestionable orthodoxy that operates as if it were the objective truth—across social space in its entirety, from the practices and perceptions of individuals (at the level of habitus) to the practices and perceptions of the state and social groups (at the level of fields).

  3. 3.

    In order to maintain confidentiality, the names of respondents have been changed.

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    William G. Feighery

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    Guy Tchibozo

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Feighery, W.G. (2012). Cultural Diversity and the School-To-Work Transition: A Relational Perspective. In: Tchibozo, G. (eds) Cultural and Social Diversity and the Transition from Education to Work. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5107-1_4

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