Social Justice and Lower Attainers in a Global Knowledge Economy

Abstract

National governments believe that higher levels of educational attainments and training are necessary for successful competition in knowledge-driven economies and all young people are urged to invest in their own human capital and learn new skills. Moves towards inclusive education have brought into mainstream schools and colleges many who would formerly have been segregated in special schooling or otherwise given minimum education, joining those simply regarded as lower attainers. More research is needed on what is happening to all these young people who do not do well in competitive education systems and uncertain job markets. This article is taken from a study which set out to discuss with school and college principals, local administrators, teachers and others, who they regard as lower attainers, what sort of education and training programmes are offered to the students, and what policies they think are in place to help young people into work or independent living. Discussions were held with respondents in England, Germany, the USA, Finland and Malta. The article takes Rawls' view that social injustice is mainly due to the inequitable distribution of economic and social resources and the State has a responsibility to ensure that all young people can participate in the economy and the society.

Creating Learning Spaces

“…These children are »both in and out of their society« (ibid., p. 9), »inclusion and exclusion are… in various ways intertwined« (ibid., p. 10). Further possible reference points for the academic discourse with the students are »equity in the social system« (Melucci 2001, p. 73), »education, citizenship and social justice« (e.g., Biesta et al, 2009;Birdwell et al, 2013;Mayo et al, 2009;McMurray and Niens, 2012;Tomlinson 2013), and »including students with behavioral difficulties in general education settings« (e.g., Goodman and Burton, 2010;MacFarlane and Marks Wolfson, 2013;Shearman 2003;Simpson 2004). »Social class« obviously has »effects on people's life chances« (Scott 2001, p. 143).…”

Through the Looking Glass: Young People, Work and the Transition between Education and Employment in a post-Brexit UK

“…Here, the alignment between forms and levels of skills training for young people and available job opportunities within distinct local labour market settings is critical. Enabling young people to gain access to forms of skills training and knowledge development relevant to a global knowledge economy is widely regarded as central to more resilient and inclusive labour markets (Tomlinson, 2013;European Commission, 2016;EU, 2015;OECD, 2016). Young people in Wales have gained access to projects funded by the ESF and the targeted YEI with the focus upon 'individual persons rather than structures' (Official Journal of the EU, 2013: 19).…”

Discourses of Inclusion and Exclusion: Drawing Wider Margins

“…These realities have created new pressures, and the imperative to divide school populations (Slee, 1994(Slee, , 2011Ball, 2012) has not dulled over time. Some argue that levels of pupil surveillance, regulation and stratification have intensified and expanded (Ball, 2012;Tomlinson, 2013).…”