Community education, the ‘underclass’ and the discourse of derision

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This paper argues that community education in Scotland is an instrument of social policy and illustrates how the type and degree of intervention in people's lives depends on the prevailing ideology of practice. It explores the concept of ‘the underclass’ and identifies how the term has come to be used by both the Right and Left to describe unemployed people living in poverty. It examines how the ideology of blaming individuals for the poverty they experience has come to prevail through the imposition of a discourse of derision which silences marginalised communities. Finally, it suggests that community education can work in ways which, at the extremes, either emphasize social control or liberation. It argues that only if responses to social initiatives targeted at those living in poverty are subjected :o a critical analysis can community educators help to develop an alternative discourse in which communities can break their silence and assert their culture of difference.

LanguageEnglish
Pages19-31
Number of pages13
JournalInternational Journal of Lifelong Education
Volume15
Issue number1
DOIs
Publication statusPublished - 1 Jan 1996
Externally publishedYes

Fingerprint

discourse
community
poverty
education
ideology
social control
liberation
educator
experience
Social Policy

Cite this

@article{6dc474d9917b40ceba0dd2a7d281a5f8,
title = "Community education, the ‘underclass’ and the discourse of derision",
abstract = "This paper argues that community education in Scotland is an instrument of social policy and illustrates how the type and degree of intervention in people's lives depends on the prevailing ideology of practice. It explores the concept of ‘the underclass’ and identifies how the term has come to be used by both the Right and Left to describe unemployed people living in poverty. It examines how the ideology of blaming individuals for the poverty they experience has come to prevail through the imposition of a discourse of derision which silences marginalised communities. Finally, it suggests that community education can work in ways which, at the extremes, either emphasize social control or liberation. It argues that only if responses to social initiatives targeted at those living in poverty are subjected :o a critical analysis can community educators help to develop an alternative discourse in which communities can break their silence and assert their culture of difference.",
author = "Lyn Tett",
year = "1996",
month = "1",
day = "1",
doi = "10.1080/0260137960150103",
language = "English",
volume = "15",
pages = "19--31",
journal = "International Journal of Lifelong Education",
issn = "0260-1370",
publisher = "Routledge",
number = "1",

}

Community education, the ‘underclass’ and the discourse of derision. / Tett, Lyn.

In: International Journal of Lifelong Education, Vol. 15, No. 1, 01.01.1996, p. 19-31.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Community education, the ‘underclass’ and the discourse of derision

AU - Tett, Lyn

PY - 1996/1/1

Y1 - 1996/1/1

N2 - This paper argues that community education in Scotland is an instrument of social policy and illustrates how the type and degree of intervention in people's lives depends on the prevailing ideology of practice. It explores the concept of ‘the underclass’ and identifies how the term has come to be used by both the Right and Left to describe unemployed people living in poverty. It examines how the ideology of blaming individuals for the poverty they experience has come to prevail through the imposition of a discourse of derision which silences marginalised communities. Finally, it suggests that community education can work in ways which, at the extremes, either emphasize social control or liberation. It argues that only if responses to social initiatives targeted at those living in poverty are subjected :o a critical analysis can community educators help to develop an alternative discourse in which communities can break their silence and assert their culture of difference.

AB - This paper argues that community education in Scotland is an instrument of social policy and illustrates how the type and degree of intervention in people's lives depends on the prevailing ideology of practice. It explores the concept of ‘the underclass’ and identifies how the term has come to be used by both the Right and Left to describe unemployed people living in poverty. It examines how the ideology of blaming individuals for the poverty they experience has come to prevail through the imposition of a discourse of derision which silences marginalised communities. Finally, it suggests that community education can work in ways which, at the extremes, either emphasize social control or liberation. It argues that only if responses to social initiatives targeted at those living in poverty are subjected :o a critical analysis can community educators help to develop an alternative discourse in which communities can break their silence and assert their culture of difference.

UR - http://www.scopus.com/inward/record.url?scp=0042415939&partnerID=8YFLogxK

U2 - 10.1080/0260137960150103

DO - 10.1080/0260137960150103

M3 - Article

VL - 15

SP - 19

EP - 31

JO - International Journal of Lifelong Education

T2 - International Journal of Lifelong Education

JF - International Journal of Lifelong Education

SN - 0260-1370

IS - 1

ER -