ABSTRACT
This chapter examines factors which prevent positive learning taking place, evaluates practice which enhances learning and describes the multi-dimensional phenomenon of disaffection. Uneasy Transitions introduces the more open, diverse and complex arena of post-compulsory education and training. The term 'disaffection' can be abused by association with violence, delinquency and vandalism, giving it a 'mindless' status. Individual deficit models of disaffection support corporate complacency. Disaffection can reflect thoughtful resistance to perceived injustice or uneasiness towards the challenge of imposed change, which is a far from mindless response. Challenging the stereotype and forcing a transition necessitates the renegotiating of former relationships with dominant protagonists. The stratification into different work and educational experiences, whilst disguised under various rhetorical descriptions, can produce angry disaffection in the most astute members of the group being marginalized. A realization of the real limitations behind the rhetoric of freedom of choice can promote disaffection.
