Contributive Justice: Social Class and Graduate Employment in the UK

Autor/in	Morrison, Andrew
Titel	Contributive Justice: Social Class and Graduate Employment in the UK
Quelle	In: Journal of Education and Work, 32 (2019) 4, S.335-346 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1646414
Schlagwörter	Working Class; Employment Potential; College Graduates; Foreign Countries; Labor Market; Social Justice; Education Work Relationship; Employment Opportunities; Entry Workers; United Kingdom + Suchen Sie Ihr Suchwort? Arbeiterklasse; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Hochschulabsolvent; Hochschulabsolventin; Ausland; Labour market; Arbeitsmarkt; Soziale Gerechtigkeit; Berufschance; Beschäftigungschance; Großbritannien
Abstract	This article applies Paul Gomberg's theory of contributive justice to the problematic of working-class graduates' access to skilled and meaningful work in the UK. I begin by outlining Gomberg's argument for the importance of quality work as a key social good. I then draw upon a range of sociologically-informed literature to offer a two-fold argument. Firstly, I contend that the UK suffers from a structural misalignment between graduate demand for high-skilled employment and the supply the labour market can provide; secondly, that working-class graduates are disproportionately likely to encounter problems in gaining quality work, at least in their early-stage careers. To understand these issues as questions of social justice, I apply Gomberg's thesis throughout the discussion. I conclude by reflecting upon the value of Gomberg's theory to studies such as this, which take a sociologically-informed approach to the interface between education and work. I argue that Gomberg's neo-Aristotelian theory, wherein work is central to human flourishing, offers a framework through which we may make explicit our normally implicit evaluations and critiques. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01