an article by Allison Moore and Phil Prescott (Edge Hill University, Ormskirk, UK) published in Journal of Youth Studies Volume 16 Issue 2 (March 2013)
Abstract
Current youth policy in England and Wales utilises ‘transition’ as the major framework for understanding young people’s movement from ‘youth’ to ‘adulthood’.
Underpinning this are developmental assumptions about who young people are and who they ‘should’ become, especially with regard to sexuality. ‘Childhood’ and ‘youth’ are conceptualised as asexual or pre-sexual categories and those young people who are deemed to have sexual knowledge are problematised.
Transitions to adulthood are inescapably heteronormative: the movement to adulthood is not simply about becoming an adult, but about becoming a man or a woman conforming to compulsory heterosexuality. Current youth policy says little about young people’s sexuality and when it does it frequently conflates sexual behaviour with sexual health.
Drawing on the sociology of Pierre Bourdieu and, in particular, his concepts of field, habitus and symbolic violence, it will be argued that despite the rhetoric of participation, engagement and inclusion in current youth policy it continues to perpetuate and naturalise the symbolic order between ‘adults’ and young people and continues to position youth sexuality as potentially dangerous.
Showing posts with label symbolic_violence. Show all posts
Showing posts with label symbolic_violence. Show all posts
Wednesday, 10 April 2013
Thursday, 27 September 2012
Spoilt for choice, spoilt by choice: Long-term consequences of limitations imposed by social background
an article by Vicky Duckworth and Matthew Cochrane (Edge Hill University, Ormskirk) published in Education + Training Volume 54 Issue 7 (2012)
Abstract
Purpose
The purpose of this paper is to explore the choices learners have in steering their way through the educational system in the UK.
Design/methodology/approach
The paper draws on data from two studies, one conducted in a state secondary school and the other in a Further Education College, both based in the north-west of England. Both used interviews (either individual or focus-group) to collect data, which were then analysed using a grounded approach.
Findings
In linking the two studies the authors highlight how the impact of symbolic violence and the relations between groups and classes at school continue into the “choices” the learners make during adulthood and also into the learner’s working life, and that these “choices” are often a large-scale consequence of many “micro-choices” arising from day-to-day situations. The acts of symbolic violence described in the college group are not of themselves very different from those described by the school group, though the consequences for the school group cannot yet be known.
Research limitations/implications
The participants in the two groups are unconnected in that they attend different institutions and are at very different stages of their education. However the authors contend that there is a connection in terms of the participants’ experience of symbolic violence.
Originality/value
The paper draws attention to the existence of symbolic violence in everyday school life, and highlights how these instances can have significant impact.
Abstract
Purpose
The purpose of this paper is to explore the choices learners have in steering their way through the educational system in the UK.
Design/methodology/approach
The paper draws on data from two studies, one conducted in a state secondary school and the other in a Further Education College, both based in the north-west of England. Both used interviews (either individual or focus-group) to collect data, which were then analysed using a grounded approach.
Findings
In linking the two studies the authors highlight how the impact of symbolic violence and the relations between groups and classes at school continue into the “choices” the learners make during adulthood and also into the learner’s working life, and that these “choices” are often a large-scale consequence of many “micro-choices” arising from day-to-day situations. The acts of symbolic violence described in the college group are not of themselves very different from those described by the school group, though the consequences for the school group cannot yet be known.
Research limitations/implications
The participants in the two groups are unconnected in that they attend different institutions and are at very different stages of their education. However the authors contend that there is a connection in terms of the participants’ experience of symbolic violence.
Originality/value
The paper draws attention to the existence of symbolic violence in everyday school life, and highlights how these instances can have significant impact.
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