Edufare for the future precariat: the moral agenda in Australia’s ‘earning or learning’ policy

Article English OPEN
Doherty, Catherine (2017)

This paper considers the educational experience constructed under Australia’s policy decision in 2009 to extend compulsory education by requiring that students must be ‘earning or learning’ till 17 years of age. The discussion draws on an empirical project that explored the moral order operating in classrooms for students retained under this policy in non-academic pathways in high schools and Technical and Further Education colleges across three towns experiencing youth employment stress. It asks how the policy regulating these students’ prolonged engagement with formal education plays out in classroom interactions, to what end and to whose benefit. A theoretical lens informed by work by Standing and Wacquant is used to understand the contemporary moment, and work by Durkheim and Bernstein unpacks the moral work implicated in classroom interactions. The analysis describes the light curriculum and the heavy compliance demanded in these ‘edufare’ programmes then argues that in essence the policy seeks to manage the social risk posed by the future precariat. The conclusion reflects on whether this is an adequate policy response to broad generational changes in fortunes and prospects to which education may not have the answers.
  • References (13)
    13 references, page 1 of 2

    Beck, U. (2000). The brave new world of work (P. Camiller, Trans.). Cambridge: Polity.

    Bernstein, B. (1990). The structuring of pedagogic discourse - class, codes and control, Volume IV.

    Bernstein, B. (2000). Pedagogy, symbolic control and identity (revised ed.). Lanham: Rowman and Littlefield.

    Brown, E. R. (2015). Systemic and symbolic violence as virtue: The carceral punishment of African American girls. In S. Haymes, M. V. de Haymes, & R. Miller (Eds.), The Routledge handbook of poverty in the United States (pp. 398-405). Abingdon: Routledge.

    Brown, P., Lauder, H., & Ashton, D. (2008). Education, globalisation and the knowledge economy: A commentary by the Teaching and Learning Research Programme. Retrieved from London: Connell, R. (2002). Making the difference, then and now. Discourse: Studies in the cultural politics of education., 23(3), 319-327.

    Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99-112.

    doi:10.1080/17508487.2013.776990 Council of Australian Governments. (2009). National partnership agreement on youth attainment and transitions. Canberra AGSP Retrieved from ns/national_partnership.pdf.

    Doherty, C. (2015a). The constraints of relevance on prevocational curriculum. Journal of Curriculum Studies, 47(5), 705-722. doi:10.1080/00220272.2015.1069400 Doherty, C. (2015b). Making trouble: ethnographic designs on ruling relations for students and teachers in non-academic pathways. The Australian Educational Researcher., 42(3), 353-370.

    Doherty, C. (2015c). Understanding classroom trouble through regulative gravity and instructional elasticity. Linguistics and Education, 30, 56-65.

    Doherty, C., McGregor, R., & Shield, P. (2016). The ordering within moral orders to manage classroom trouble. Pedagogies: an international journal.

  • Metrics
    No metrics available
Share - Bookmark