Employability, knowledge and the creative arts

Reflections from an ethnographic study of Neet young people on an entry to employment programme

Bibliographic Data

ID12575470
AuthorsRobin Simmons (0000-0002-1889-9195, University of Huddersfield, corresponding author)
Year2017
Volume22
Issue1
Pages22-37
Publication date2017-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueResearch in Post-Compulsory Education (JOURNAL)
Journal identifiersISSN: 1359-6748 • E-ISSN: 1747-5112
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13596748.2016.1272086
OpenAlexW2614478183
LanguageEN
Citations received2
References cited22

This paper draws on research into the experiences of young people classified as NEET (not in education, employment or training) on an employability programme in the north of England, and uses Basil Bernstein’s work on pedagogic discourses to explore how the creative arts can be used to re-engage them in work-related learning. Whilst creating demand for young people’s labour is central to tackling youth unemployment, the paper contends that using the arts can go some way towards breaking down barriers to learning experienced by many marginalised young people, and argues that creative activities can be used to introduce them to forms of knowledge which have been largely flushed out of vocational education – at least for many working-class learners. The paper presents ethnographic data which suggests that skilful, well-informed tutors can, at least in some circumstances, use the creative arts to provide young people with access to forms of learning which transcend official discourses of employability, and introduce marginalised youth to forms of learning rooted in what Bernstein described as ‘powerful knowledge’

Employability · Youth unemployment · Education Systems and Policy · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms

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