Evolution of the relationship to knowledge within the learning pathways of young adults in precarious situations
This article examines the learning pathways of young people engaged in the transition to adulthood and exposed to precariousness. We test the concept of relationship to knowledge as a springboard for analyzing their learning pathways in the context of a four- or five-year longitudinal follow-up. The youths are first met with when they are between the ages of 18 and 21, participating in a community organization program, and supported by last-resort governmental financial assistance. The article shows how, over the course of their pathways, learning during transitions is initially reactive and focused on private life, and gradually becomes more proactive and geared toward public life and the future.