Character and Resilience in English Education Policy: Social Mobility, Self-Governance and Biopolitics

Autor/inn/en	Spohrer, Konstanze; Bailey, Patrick L. J.
Titel	Character and Resilience in English Education Policy: Social Mobility, Self-Governance and Biopolitics
Quelle	In: Critical Studies in Education, 61 (2020) 5, S.561-576 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Patrick L. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2018.1537297
Schlagwörter	Resilience (Psychology); Educational Philosophy; Values Education; Publications; Social Mobility; Personality Traits; Labor Market; Economic Development; Human Capital; Disadvantaged; Self Determination; Foreign Countries; Educational Policy; Parenting Skills; Early Intervention; Politics; Consumer Economics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Werterziehung; Soziale Mobilität; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Labour market; Arbeitsmarkt; Wirtschaftsentwicklung; Humankapital; Selbstbestimmung; Ausland; Politics of education; Bildungspolitik; Politik; Konsumökonomie
Abstract	In recent years, character education has enjoyed a resurgence of interest in different national contexts. In England, the publication of a 'Character and Resilience Manifesto' by the All-Party Parliamentary Group on Social Mobility in 2014 put character education on the government's agenda, primarily as a means to improve social mobility. Drawing on Foucault's notion of 'problematisation', this article examines how 'problems' and 'solutions' are constructed and legitimised through expert knowledges in the Manifesto. We find that by drawing on evidence from psychology and behavioural economics, 'character' is predominantly understood as a set of skills and dispositions to be developed in order to boost individual labour market outcomes and wider economic growth. Hence, social mobility is framed in (increasingly) biological and psychological terms following a logic of human capital enhancement. Contextualising the findings in Foucault's work on 'governmentality' and 'biopolitics', we argue that the call for character education is part of a wider intensification of the demand for self-government and self-investment--a demand that is particularly pronounced for those from disadvantaged backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01