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Post-16 Educational Choices and Decision-Making: The Role of Policy and Identity

  • Kate Hoskins
Chapter
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Part of the Policy and Practice in the Classroom book series (PPC)

Abstract

This chapter explores the post-16 educational opportunities available to 22 young people aged 15–16 years located in one outer London Academy School, formerly a comprehensive school until 2012. I will focus on the access and opportunities that the participants perceive are available to them in relation to their post-16 educational pathways. The chapter examines the ways in which recent and radical changes to the further education policy context enable and/or constrain the students in accessing their chosen pathways (Ball et al. 2000). The chapter pays particular attention to the impact of the cuts to the EMA in England, a £30 weekly allowance paid to economically disadvantaged students to support and facilitate their further education studies, typically paid to 16–18-year-olds.

Keywords

White British Not In Education, Employment Or Training (NEET) Subject Choice Commons Education Committee Black African Caribbean 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© The Author(s) 2017

Authors and Affiliations

  • Kate Hoskins
    • 1
  1. 1.School of EducationUniversity of RoehamptonLondonUnited Kingdom

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