A service, a ‘way of working’, or a profession? A discourse analysis of community education/community learning and development in Scotland

Abstract

Community-based informal education, like other practices, is fundamentally shaped by the discourses under which it is constituted. In Scotland, since 1975, the practice has been formally established by government policy as an amalgam of youth work, adult education and community development under a discourse of informal education. This combination carries its own internal tensions alongside the continually contested relationship between the field of practice and the State. This study analyses key documents in order to chart the shifts in discourse around the constitution of Community Education/Community Learning and Development since 1975. The analysis reveals the force of managerialist discourses which transformed understandings of the practice from post-war welfare state discourses as a service, to its reshaping as technique under New Labour. Current discursive work is directed to its reconstitution (still somewhat ambivalently) as a profession. This ‘re-professionalisation’ connects with similar movements in medicine, social work, parole and teaching which are attempting to reduce the costs of actuarial disciplinary techniques (in record-keeping, reporting and the generation of outcome data) by returning professional trust and judgement to practitioners.

Keywords:

• community
• youth
• adult
• competency
• managerialism
• professionalisation

Notes

1. The joint designation CE/CLD is used here as the naming of the field in discourse is not settled. CLD emerged as the dominant nomenclature, with State backing, post-2004. However, assent was by no means universal, and the CE designation retains significant currency, particularly outside the statutory sector.