The political construction of upper secondary transitions: comparing problematisations and solutions in two urban contexts

Abstract

Upper secondary educational transitions take place in contexts that are characterised by specific institutional, socioeconomic and cultural settings. The articulation and transformation of these dimensions have produced an increase in the complexity of educational trajectories in terms of alternatives, choices and labour market outcomes for young people (Cuconato et al, 2016). Transitions from lower to upper secondary education are thus shaped in a space of dialogue – and confrontation – between structural and systemic factors, and choices and decisions in which the former condition the latter (Tarabini and Ingram, 2018).