A Capability Approach to Cultural Diversity in School-to-Work Transitions: Amartya Sen and Young Adults’ Diversely Different Education and Work Communities

Abstract

Internationally, the effects of a global financial crisis, technological advances, political instabilities and ongoing environmental issues impact young adults’ transitions from school to work. This complex issue has been addressed through policy frameworks guiding national systems and their institutionalised structuring of education and training. This chapter is presented in three sections. First, Amartya Sen’s (Inequality re-examined. Russell Sage Foundation, New York, 1992; Identity and violence: the illusion of destiny. WW Norton & Company, New York/London, 2006) capability approach is used to develop a theoretical position for our investigation of the ways in which educators are challenged in their attempts to transitions for young adult. Second, a review of international and national issues at the point of intersection between socio-economically aligned transitions and considerations of cultural diversity at individual, institutional and systems levels. National models for school-to-work transitions are reviewed, and their success, or otherwise, for identifying cultural diversity of both individuals and groups and using them explicitly in successful transitions is analysed. Third, a specific case from Australia is presented through a descriptive analysis of transitions brokered for indigenous and non-indigenous young adult living in metropolitan and non-metropolitan (i.e. rural, regional and remote) communities in Queensland. Our non-indigenous perspective is constructed through both theoretical and contextual literature from the fields of vocational education, workplace training and career development in Australian senior secondary schools.