Employability, Knowledge and the Creative Arts: Reflections from an Ethnographic Study of NEET Young People on an Entry to Employment Programme

Autor/in	Simmons, Robin
Titel	Employability, Knowledge and the Creative Arts: Reflections from an Ethnographic Study of NEET Young People on an Entry to Employment Programme
Quelle	In: Research in Post-Compulsory Education, 22 (2017) 1, S.22-37 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simmons, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2016.1272086
Schlagwörter	Foreign Countries; Employment Potential; Out of School Youth; Ethnography; Youth Programs; Employment Programs; Creative Activities; Art; Unemployment; Working Class; Tutors; Access to Education; Disadvantaged Youth; Job Training; Individual Development; Informal Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ethnografie; Jugendsofortprogramm; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Arts; Kunst; Arbeitslosigkeit; Arbeiterklasse; Förderlehrer; Lehrender; Tutor; Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Berufsqualifizierender Bildungsgang; Individuelle Entwicklung; Informelle Bildung; Nichtformale Bildung
Abstract	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". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01