成人教育“迟到”规范:法律职业中期再培训的滞后

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adult and Continuing Education Pub Date : 2022-01-20 DOI:10.1177/14779714211056962
Edgar A. Burns
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引用次数: 0

摘要

职业中期的男性和女性专业人士描述了他们普遍存在的法律再培训“迟到”感。与希望离开律师行业的行业模式相反,这些人选择在现有职业生涯的中途坚持或重申成为律师的愿望。是什么文化叙事在职业生涯转变的过程中起到了中介作用?与年轻学生相比,这些“后来”的职业改变者在职业经历和预期的职业轨迹方面有所不同。他们都谈到了相对于时间流规范,他们个人对职业迟到的感觉,但只有一些人反思了他们职业转变的后续影响。受访者曾在澳大利亚维多利亚州和新西兰工作。本文将布迪厄的滞后概念与其他职业转换概念结合起来,探讨职业转换者对“非工作时间”职业转换的内在不安。对职业迟到的看法——用布迪厄的话来说是滞后的——源于他们在转型后的律师生涯或使用新法律学位工作中不断变化的领域、失去/重新定位职业资本或新旧习惯之间的延伸。
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Adult educational ‘lateness’ norms: hysteresis in mid-career retraining in law
Mid-career men and women professionals describe their pervasive sense of ‘lateness’ retraining in law. Against industry patterns of lawyers wishing to leave the profession, these individuals had chosen to assert or reassert a desire to become lawyers partway through existing careers. What cultural narratives mediate the process of making this professional career shifts? In contrast to younger students, these ‘later’ career changers differed in career experiences and expected career trajectories. They all spoke about their personal sense of career lateness relative to time-flow norms, but only some reflected on the subsequent implications of their career shift. Interviewees worked in Victoria, Australia and in New Zealand. This article applies Bourdieu’s concept of hysteresis to career lateness along with other career transition concepts to explore career changers’ internal disquiet about their ‘off time’ career transitions. Perceptions of career lateness – hysteresis in Bourdieu’s terms – arise from changing fields, losing/re-positioning occupational capital or stretching between old and new habitus in their post-transition career as lawyers or work using their new law degrees.
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来源期刊
Journal of Adult and Continuing Education
Journal of Adult and Continuing Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
26
期刊介绍: The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.
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