What Do You Want to Do Your Life? Ethics and Compulsory Education

Autor/in	Hodgson, David
Titel	What Do You Want to Do Your Life? Ethics and Compulsory Education
Quelle	In: Journal of Education Policy, 31 (2016) 4, S.495-507 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1119314
Schlagwörter	Foreign Countries; Ethics; Compulsory Education; Educational Policy; State Government; At Risk Persons; Student Improvement; At Risk Students; Semi Structured Interviews; Policy Analysis; Professional Personnel; Student Participation; Learner Engagement; Employment Potential; Learning; Neoliberalism; Australia + Suchen Sie Ihr Suchwort? Ausland; Ethik; Schulpflicht; Politics of education; Bildungspolitik; Bund-Länder-Beziehung; Risikogruppe; Politikfeldanalyse; Personalbestand; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lernen; Neo-liberalism; Neoliberalismus; Australien
Abstract	From 2004 to 2008, the Western Australian State Government embarked on a period of policy and legislative change to increase the compulsory school-leaving age from 15 to 17. This article adopts a governmental conceptualisation of "ethics" to explore the policy discourses and practices. Drawing on interview and documental data, the research examined practices that were deployed with young people who were assessed as being at risk of early school leaving, or discontinuing from employment or other training, and consequently, were thought to be in breach of the new policy requirements. Although some of the arguments behind the move to increase the school-leaving age focused on the importance of education and learning, the ethics of the policy were more concerned with participation, and, consequently, entailed distinctive expectations that young people would work on themselves in ways that supported their employability. Specifically, young people were subjected to strategies at self-improvement and a calling to better themselves by participating within a normatively defined notion of engagement. A focus on the conduct of young people along these lines resulted in a problematic policy approach that centred narrowly on what young people were and were not doing, and what they ought to do, be, and become. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01