The Social Construction of Young People within Education Policy: Evidence from the UK's Coalition Government

Autor/in	Brooks, Rachel
Titel	The Social Construction of Young People within Education Policy: Evidence from the UK's Coalition Government
Quelle	In: Journal of Youth Studies, 16 (2013) 3, S.318-333 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-6261
DOI	10.1080/13676261.2012.725836
Schlagwörter	Youth; Foreign Countries; Ideology; Public Policy; Educational Policy; Higher Education; Social Influences; Evidence; Citizenship; Citizenship Education; Child Rearing; Parents; Adolescents; United Kingdom + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Ausland; Ideologie; Öffentliche Ordnung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Einfluss; Evidenz; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kindererziehung; Eltern; Adolescent; Adolescence; Adoleszenz; Großbritannien
Abstract	Since assuming power in May 2010, the UK's Coalition government has devoted considerable energy to formulating its policies with respect to young people. Evidence of this can be found in "Positive for youth: a new approach to cross-government policy for young people aged 13-19", a policy text that outlines a wide range of measures to be implemented across nine government departments. Nevertheless, we know little about the understandings of young people that underpin Coalition policy or the political ideology that informs them. This article starts to redress this gap by exploring the ways in which young people have been constructed within education policy, specifically, and the extent to which such constructions constitute continuity or change with the understandings of previous governments. It argues that while some constructions of young people can be seen primarily as an extension of New Labour understandings, other constructions should be more accurately viewed as reconfigurations or, in some cases, as new understandings, initiated by the Coalition government. (Contains 5 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10