Constructing social inclusion through further education – the dangers of instrumentalism

Williams, Joanna (2008) Constructing social inclusion through further education – the dangers of instrumentalism. Journal of Further and Higher Education, 32 (2). pp. 151-160. ISSN 0309-877X. (doi:https://doi.org/10.1080/03098770801911095) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

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Official URL
http://dx.doi.org/10.1080/03098770801911095

Abstract

This article 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 and Raising Expectations, 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, by 2007 interest with the socially excluded was more specifically focused upon ‘16–17 year olds not in education, employment or training’, and FE was to promote social inclusion, in part, through challenging anti?social behaviour. Three main models of constructing inclusion emerge: instrumental, social and psychological. This article 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.

Item Type: Article
Uncontrolled keywords: social inclusion, further education, instrumentalism
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Joanna Williams
Date Deposited: 22 Nov 2014 16:47 UTC
Last Modified: 24 Nov 2014 10:20 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/45315 (The current URI for this page, for reference purposes)
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