| Summary: | This thesis investigates the forces, processes and themes presenting in understandings of opportunity as experienced through young peoples’ lives, (aged 15-17), where disengagement from formal learning arrangements creates displacement against a range of societal norms. The work delivers through narrative, phenomenology, and writing, within an embodied hermeneutic inquiry. A dialogue with the work of Jean-Jacques Rousseau and student voices is in juxtaposition with the shifting ground of politics and policy within the Tasmanian (Aust) landscape.
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