Reclaiming the disengaged? A Bourdieuian analysis of work-based learning for young people in England
Bibliographic Data
| ID | 12906151 |
|---|---|
| Authors | Ron Thompson (0000-0001-5585-4263, University of Huddersfield, corresponding author) |
| Year | 2011 |
| Volume | 52 |
| Issue | 1 |
| Pages | 15-28 |
| Publication date | 2011-01-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2011.536510 |
| OpenAlex | W2089324637 |
| Language | EN |
| Citations received | 3 |
| References cited | 25 |
This paper uses Bourdieu's concept of field to analyse findings from an ethnographic study of Entry to Employment (E2E) programmes in England. Entry to Employment is a work-based learning programme which aims to re-engage young people with ‘barriers to learning’ inhibiting access to further education, training or employment. The paper examines field positions associated with E2E, such as learner and tutor, distinguishing between the taking of positions by individual agents and the construction of these positions by dominant institutions. The paper argues that official constructions are based on a discourse which positions E2E learners as a deficit category alongside young people not in education, employment or training (NEET) and separates E2E programmes from those in mainstream educational provision. In consequence, although learners are supported and make individual progress, E2E contributes to the exclusion that Bourdieu identifies as the chief means of social reproduction in the education system
Ethnography · Field (mathematics · Habitus · Mainstream · Pedagogy · Political science · Public relations · Social exclusion · Sociology · TUTOR · Work (physics · Gender Studies · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Law · Youth Education and Societal Dynamics
A socio-digital ecology approach to understanding digital inequalities among young people
Problematising engagement with technologies in transitions of young people identified as ‘Not in Education, Employment or Training’ (Neet) in Scotland
Can culture save young Italians? The role of cultural capital on Italian Neets behaviour
Pedagogy, Symbolic Control, and Identity
Opportunity structures then and now
Outline of a Theory of Practice
The Logic of Practice
Not so Neet? A Critique of the Use of ‘Neet’ in Setting Targets for Interventions with Young People
Data, data everywhere – but not all the numbers that count? Mapping alternative provisions for students excluded from school
The Impact of Working‐class Mothers on the Educational Success of their Adolescent Daughters at a Time of Social Change
Fields and institutional strategy
On the making and taking of professionalism in the further education workplace
Listening to ‘the thick bunch’
An invitation to reflexive sociology
It's all becoming a habitus
Reproduction in Education, Society and Culture
An Invitation of Reflexive Sociology
Towards a Reflexive Sociology
Social Space and Symbolic Power
Not a very Neet solution
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2017 - 2022 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |