The social construction of inclusion through Further Education

This paper explores, through an analysis of key policy documents, the construction of the political concepts of social exclusion and inclusion through Further Education (FE). During the first decade of the New Labour government the concepts of social exclusion and inclusion have undergone a process of active construction. In between The Learning Age (1998b) and Raising Expectations (2007) different political concerns come to the fore. Whereas in 1998 social exclusion encompassed the broad category of "disadvantaged people" and reducing social exclusion was linked firmly to promoting employability, (1998b: 75) by 2007 interest with the socially excluded was more specifically focused upon "16-17 year olds not in education, employment or training (NEET)," (2007: 38) and FE was to promote social inclusion, in part, through challenging anti-social behaviour (2007: 5). Three main models of constructing inclusion emerge: instrumental, social and psychological (see appendix). This paper examines the impact of the instrumental model and argues that focusing FE upon the needs of the economy provides a narrow concept of inclusion and a degraded view of education.