Raising the higher school leaving age in Western Australia: A governmental analysis of power and practice

摘要: This thesis reports on a study into the Western Australian state government policy to raise compulsory school leaving age (RSLA). In 2006, in Australia was increased from 15 16 years, and again 2008 17 where it has remained since. is informed by Michel Foucault’s theory of governmentality adapted literature framework that supports research methodology. Within this orientation, guided question: What are discourses, rationalities, technologies ethics Raised School Leaving Age Australia? Fourteen semi-structured interviews were conducted with authorities charged managing coordinating young people’s participation. As well, 184 documents other ‘grey materials’ analysed. Two key conclusions drawn. First, RSLA entails narrow reductionist ontology, and, consequently, its practice problem attrition early diminished. Second, rooted deficit view people producing contradictory practices expect be self-reliant, entrepreneurial independent, even though they construed as being at-risk, inept damaged. The result myopia sidelines critical debate about context schools themselves complicit student disengagement. It also turns youth unemployment underemployment individual who seen have failed manage their participation, thus ignores role wider economic forces difficult labour market experience for many people. provides an account thinking insofar conceptualised expression modern governing over lives.