Counter-narratives that challenge neo-liberal discourses of schooling ‘disengagement’: youth professionals informing the work of teachers

Abstract

Contemporary global economic contexts are shaped by a neo-liberal paradigm of hyper-individualism and meritocracy strongly influencing national policies in education and welfare. As social safety nets diminish, citizens are expected to be more personally accountable. This creates challenges for the poor and marginalised who are positionally disadvantaged in highly competitive neo-capitalist economies. Young people from such social categories are particularly vulnerable. Resource poor, many struggle to connect with schools and find meaning in a world that has relegated them to the margins. They make up the apparently growing numbers of ‘disengaged’, ‘at risk’, ‘dangerous’ and ‘sick’ youth who have become a focal point for official interventions that may be punitive and/or therapeutic or medical. Drawing upon the contrasting perspectives of teaching staff and youth workers in one Australian state, this article argues for a change in the way schooling authorities construct and respond to the phenomenon of schooling ‘disengagement’.

Keywords:

• Schooling disengagement
• neo-liberalism
• deficit youth
• youth work
• teaching

Disclosure statement

No potential conflict of interest was reported by the author.

Funding

This work was supported by the Australian Research Council Linkage Project LP120100141 ‘Marginalised Students: Enhancing Life Choices through Engaging Educational Policies and Practices’, The University of Queensland, Griffith University and the Youth Affairs Network of Queensland.

Notes

1. Comment by a head teacher in one alternative school He was referring to the kinds of young people who usually find their way to schools like his

2. In Australia this categorisation relates to learning needs related to physical and cognitive impairments.

3. Pseudonyms are used for the names of all places and participants, for reasons of privacy and confidentiality.

4. Referred to in this section as ‘teaching staff’.

5. Description of ‘disengaged’ sourced from a state government website.