Raising expectations or constructing victims? Problems with promoting social inclusion through lifelong learning

Abstract

Whilst in government, New Labour defined social exclusion as a state of ‘disadvantage’ resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review explores how such a psychological approach to post-compulsory education impacts upon the more traditional educational and vocational goals of the sector. A critical discourse analysis of relevant government documents as well as interviews with key policy makers, suggests that New Labour’s policy may have had the unintended consequence of constructing psychological disadvantage amongst groups defined as socially excluded. A focus upon ameliorating the perceived psychological vulnerabilities of socially excluded groups may risk denying those targeted access to genuine educational provision or may create a culture of dependency upon formal educational institutions.

Notes

1. In other parts of the UK, FE is organised along different lines and with different priorities.