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The Precarious Generation: A Political Economy of Young People

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Judith Bessant at RMIT University
Judith Bessant
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Abstract

This book draws on a wealth of evidence including young people’s own stories, to document how they are now faring in increasingly unequal societies like America, Britain, Australia, France and Spain. It points to systematic generational inequality as those born since 1980 become the first generation to have a lower standard of living than previous generations. While governments and experts typically explain this by referring to globalisation, new technologies, or young people’s deficits, the authors of this book offer a new political economy of generations which identifies the central role played by governments promoting neoliberal policies that exacerbate existing social inequalities based on age, ethnicity, gender and class. The book is a must read for social science students, human service workers and policy-makers and indeed for anyone interested in understanding the impact of government policy over the last 40 years on young people.
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Young Precariat and a New Work Order?
A Case for Historical Sociology
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&4($&2$$&($$2&
2($&
$G$"2$>:$2'&&
(($$22'89I+3:23$&3$3
'8('9$:((';-<5'&
':2(''9':3$8$&(($9$
$&:&(($9(2$$$$&:&
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1
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'$2;1<2&;/<''$
2&3$('$2($&(
222('$$&$'
8('8$''$$'2
;/<!2&2
8='2(('9:'''&4
8&''((;/$/"3
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'$((3!J8;<
5'$;<2;1<$A'$2
6I'('+(8&GJ8;<
$28$&I8&$'$$;<''$'&
('&($&$'($28$&87$2$7
$$$2$;$%'$$=$-<
5'$'''$'8'
'9$:$'(0(($9K('
'I+3&82(KL$&:;5'$
),<G"MN&'9($$72&77&'((3:
$$'2'&'$$"MN$2'
($$72&77&'((3''(&'$9K($$&
$$&A'''32($((3
&'$3&''(+($8&22
K:;"MN/)@$!'$.<
'$C&%3"MN:2$2'
29$:2$&9'(:''$''('
28$&(($;/<$''%'$
$8$($&72)
5'$($'$8$2$''3$(2
(22(3O3&''$82+2
2(3$$2(($(2$$($
;%)<
!&$8$'2$82I+8$&''2($&
'&'2$5'$
'$8$(2$$(($$'
8$&;%<G%9'I+8$&38&'8'7
$$22&2$$&22($&2:
&89&(32>8:;%
)-<
%:3$$&(322&'
$G$;@)-<'%'&(($
(9$:9$8$(:'8&+&
2$'22'JG$'
92(&8:8$29'2&'$
2&:=$$&G$'%:$&9372($6
2(&+2('&2$$&'
(3$2$$'$'$(8'42$A
(:;@8),<'$%'$J$$$2%:
''$8($$&3%:2(''$
$8$($&;-),7<
Aims of this article.
2
5'$%:3'$2''(9
$8$$:2($&(($J$$'2&;/<
$'&2'(2$828(
'8$'';&'<$9$':
3&0%:(28$''8'
''29'(:8$(
0'8&)'$$%2$$&'
6$$&''0'8&''
%:'2($&(($($
(3$($2+($''(((
'&2&&(($+(2($&2&(
$2$$&
5''$$0&(2($'L
'$2L
(3233'(2($&27
2&'8(8$&'82'80
0'$$&3'$'(
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($$('$('&2$&'$
5'8 $ ' +82 ((' '
$$$ +' 2' '&''
$8'8'8&
9 3 &: ; J  ?3 11 G$  "2$ 11.
P'2 / 5'$  2  J8  2 
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$&:'9$:5'
83'$&886)
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' +& L   $& 43$& 3
88'L;11/)7
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I+8$8($:;11/)7,<'3
'8$&
0'$$02'(($&3$('$$&
&(($8$'''((&(($'
2($&2&0((((''3(2
'$2'$8$+($$2'28
((''A9$:('3$0
'$$&'3$3+$7L$+($'
2'(''3$!&'$$$$$
"$$'$$''
(+2''2&''93
&:8
088&$%:'('''%:
'(((3''$('($&$
$&(($:$82((0''!$
+('3$&''3$&$8$2+($'
2(2($&20&'$'(
3
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''$%:(322(''$2'
&$'9(:8'&$'$87$&
'&'A'97$:<''$''
23'$$($&'($&$$
'$(%''$2283$'(
2($&2$L'($&1'3
$8$2
Standing and the precariat
%'$'2''9$8$(:;<
#4$$&8'0$P8;0P<
(#$2'38I8&=+23
'''$';JJ11<#8
=+((''&)
"$8682(2$&8&(69$
(:(69$8:;2<(6
$'G2'39:
8$2$($;%/),<
#$'9(:'82'$''637$
&2;%/)7@<!'(+'$;9&288$&
'$8$A$3'3''8$$$$8$
I323&':<$$8&'9$:;$$'
$(322$$>&8$$$72
2($&2(('$&<E''22$$2
$$9(6:;''$&7$($<5'
''2'$$$'2'9(:;'
2($&'$$$$9$$&$$26$34'
&:<
?($$&2('$2''(('$
0'''&('($
(9'$:9'($:'$($89
23$((((38$&2&76
&$&:;%/),<
5'$2'(('9$:23'
''4$2$%$46'$
)
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328>A$$32'>8$
''2'$'3$$2($&'
2'&2$':;%)<
!$'''$''3&$&7'@F,/&
$6'2$39$:(8'&(>8
%'9&:
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'L$6;%,/<
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2&29($77'72:'3$'$
(8$2''5'(8$2''$''D$&'8
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Problems with Standing’s account
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83'L'$$38$&'2($'
5
($(H$$'$$&
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''((;/<
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'$1'0PC3''%;1-<8
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';11/8O$$11.<5''$$'3$&
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2($&2:9(72:92(&2($&2:9(2($&2:
5'($$&3'!$!"2(8$$83)9$
2($&2:82'2>27(2!$
'11;11)<0''(!$$
$A((8''$&35'!$%
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'86'''Q(2Q2($&2
$$3$3!$''2$
7$Q2(&2($&Q'2'
292(&2($&2:
0!$'$$"'%;11/<$$7;11/<
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''22($&29'28'
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'2'828&9$:
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$'(8'($'2$87$
&'&'A'97$:!2'
8&'$'03&2$G2
''8&382($&2(&*(72
$82'$'$$&
23'$$72A
;2,),@<
22()62(&2($&22'
$&'&2($'3(2($
2$'%$;$H21<0'
?(!2$$($!$
"$$2(;$'<(
223(2
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11),@<
%2''%8$2
8$82&A2($&2;,<"($$8
2'3$&8'A8&(42
2($&2?3!$''$&&(;8&
8$$$'17898
:1.<8$(72(&')
$3$2'1'
2(&'(
5' '&  3$ 8& % '  +$3$&  ' (71/@
(5'22%:''$23
3P:;<P2P:('($$&'
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9226$8(:5''3(2'
2($&2'2&2;S$),/<5
' "2(8$$  ' 2 2($&2   $ 6+72  
2($&23$3 & ''2(723$$72$
22''  ((('(('(;/),<=
$&  '3  ' '  ' 972&:  $$& 8$
7
92($:'8;$!((<('
>8$T;3&"22-).-<
0''$7'''(2
''9F$:3P;),/<2(
&'$$&$&'7+32(
9&:8$8'2+($:5'
'$($2'$22(28&$
2'3$1/@'
%'(81/@7.@92:0''
28(%:$2''(9:
2$8$$423''$7
$
5'$$$3L8%:&$2'$8$($&72
+($'(2($&25'(2($&2'
L$8$A($$8$($&2(
9$8I+8$&:5''9(722:92(3
(:$A2$&$A'
$2(($$7$85'9K2222(($$
+8$&$8$(&2(I+8$
$8(:;,).<95'('8($
$''(:;,).<04'$8$222
$'3(&$'$&
&6&$82
5'(3'8'8L28'(89A:
9A:"A''$$'8&''$
9A:'7>8'3$2'95'
(9$2&'(3A'$$
'(A;%/)<
'$%>6''$''$($&72'
1'3$'23$72$($&8&32
'($82''''&5'23$
''''&3$'(2($&2
$$&'3$8$A$8$($&
5'!$'$('83
2($&2'$'3$2'%
$5'!$$3$'2($
%:'$'3'($&72+($2
''(('1$222&2($$
(1/@'$3$'48&%(8$2
Policy making and labour market regulation: the Australian case
'$92$:&!$83$8$(
2($&22($&2;@)<'$&
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'"P83289$2&:;1.<
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2&:'88G1C$$&'
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$$728'1(2>
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:#$>28'2($&:
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9
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%2'$$&'&2'''$&$$$
&2$$($2($&2I'3'
9$$2($&281/@7.@=&(($2&$
$$$2($&2$$0('
D$$&7((3$32($&
22($&$((22($&
5'82&'($(($2&$'
$$6+722($&2(722($&$2($&
(((%6$&'(3
4'$$72(22($&;'&$
$3$'$2< 6$2($&$2$&
$86''$6+&2"$
(6'86'2$$2(
'8$332'''$(22($&
>&3'86$2($&'$2
S&$&$2($&86$$72(2
2($&O'&(328222$&
'2;811)71<
0'&!$422(8$?(&2$(
$2($&0'2$$$'
$$&'72$;('('<$
2($&2!$$3('2($&2'$
$'&''2($&$'5'$$&$$
Q(2$QQ$72Q$'3'
!$&2;11/)@.<081@'27
1.'((2($&38&
2B;!%11<0'&'27828$&
($&'
The Neo-liberal Consensus
5'($&'8'$1.$&1'2
$8$2($&72'''2$7
1 It was not $1-.'$"2'(($8&'
2($&:(&(&':(3&''98:
10
$2'2''29+$I:$;8$&<
$$&L$82
!33$22$2$8$2$&($$(>!
#3&$8$2($&")
U0VK'&K'((''2$$788838&
$83$($2$$'$
2'8&(3((&'2
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($&$09$82I+8$&Q'8$
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Q$Q2$8284&(
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'$&78('(8
&2''$$8&'23'!8"G
!$
5'3$3&22($&2$($&($'
+($(722($&2!$&-!$''
'$((9(72:'?"8'''$
%A$'(722($&2;W/,<2(,,B'$
2($&;W1/1,<;?"-78<;!%-<!'$2'
8($$&39$$8:89(722($&2:
11
0!$(($82($&$$72(729$
2($&:!$&9$:9(2($&2:$'9(7
22($&2:&
5'38'($A2($
2($&22(&''$'''2($
!'$(722&8('>&2
&(($'A8&(72''((
3$$&9$>8:5'26'''3
(72>8'82'(225'''
(726''+(8&0:
'2'32(72>8((
+(''(>8'(''$$&
8($'>$2$($(72>8(9'(:
>8'''&93L$6:
='$'''$82($"'
'$$74$8$2$!!%9$
2($&2:2'''#7HP832;1,7
11-<5'28$2($&2-,,(;1<
/,(;!%11.<0($2$2($&2
,,B-B$$2($&3'2&'$11'28$
2($&'8&2$($.'$&1;"2(8$$11)
.H&@<%'I,B7($'''@@B
,5'2($+'$$8238&58$8$)
Table 1: Casual Employees, 1992-2013
F/T Casual P/T Casual Male Female
Total
N %all F/T N %all P/T N %all male N %all female N %all
Employees
;W:<
!11,1.1./@--//-/,@,/1/,
@
!@/,@@/-../,-1,.1/,
@
!--/,,,@1@../-,.,
/@
3,./--@,,@.@.-.,,,,1
%)H&@)
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,(72$3&$$72$'$''3$&82
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!$$82'2'3$'(722($&2
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@<
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2($&8&'$$72(22($&,1,B$$
$@&2('-B''(2'$
12
&&27(''(($
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0&(($6(('(72'$
$8';"3$,<
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&$'3'''2($&2!$$B
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8< 0-$&7'&!$2($&2($&
'''/&;''%P.<
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The Value of Historical Sociology
!283%:'4$8$($&2
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($&5'6'2823''
(($$!$$$$$&(3
($'72(722($&2$8'3
$8$2
5'32'$'$''3
28$2&&'$88'$
'8'8&93&:=&
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$=3'&'2
$''+($''(

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13
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8+($'2$3$3$&7((((
'''$(('$'((
3$&'8
0$&2'2$9$&'$:;#<
''$2$($322$$;
L11<5'3$''$$&'3$33
(2#$$($$&$28
(25'2'$8$(2
'%''''$''$$$''
$22((8$;$1<5'$2''$''
('2$9$:9:9'&:
5'$'2(2&''
$3$&&(8$5'&2&$($$($&
$$$22$(''3$'(
2H&2'2($&32&G$$&'
'22'$3(($$
'&3$3'2';$1)7-<0'$22
:(8
Conclusion
G2'+(2$'2(&2&
2$7'9(:7($$&(8$2'3
$$&&''2($'
2(82+($''(2($&27
($$&4&(($$2%:'
(''2'&;2,<5'2(
823$'2&&($$82'3
8'A8&42($&2'!$;
('('<'$2$3'$82'
(72$8'37$8$25'$2$
''3$&88&%$8$($&720
'%3$''&$(2($&2'
'(71/@(!'!$3$'$
8&'$$3&(+($(
'$'''(2'9F
$:&'$$&$&'+9&:
8$8'2+($;P;),/<5'
''$''$2$'28&$2
1/@
14
5(2($&2'$&(($'$7
$&'2($$'283#
3'23$'''''&
32$$820$2'6
$3$3$82$'1.'$
2($&2$$'&2''$$722$
$8'20''''&$$82
18$'$8$2(>'8''#7H
$8321,$&''$&2$'$&
2'2'''2'$$88
1,11-
=(3$&'$'''$''$$32($&'
$82'$3&(($0'32'
'&'&$
REFERENCES
!%11"-,@=&
'()**83*88*!,-*81,//8@.-@/8@--
/11@*,.1.8/@/8@-X(2
$2  !$ @ "$ 2($&2  !$
'()**('3*!8Y$2*$2&Y(2*
$2&YP8&*(8*(*(/@*RYC*"$?2($&
!%10!!$=&1@"-,@ "8) !%
!%11.!$%$5/"8) !%
!%--7P8G!$28-
'()**83*!E%%5!5%*8Z*$*-B-
(2
!%-8 )*#+," !$"
-,"8) !%
!$$2&P8&5'$$8()2
$'3J'(@F=&"8)!$
$2&P8&
!'&2
!'&2.
E11-$.#/,P)%
P11/,$0"0.1- 20 
%&&)5'P"2(&
#$J@3-$.-2,$
20/4
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6=2$$$3
8H115'!&($!$C2
P8PQ0"0@.7,1
  11/ # )  #$. 7   $& 
"28
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E%:,0"-81/),7,-
2,9!8(:/0-/'()**28*
(YW.
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
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  11 0  " 2 ;?  5 5'2( <
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;P)$$)@7,.
G$!@84 6$E3&$
$&/
C!11,(1.0,
%)%E3&
16
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01.195'2L#3:
?-/;,<.,71,
=1,#=.5 66 %&&.!$$
E
@95'2('C$8$G$"&'2($&2:
#0"--7-
H$$&119J'J$';$<!
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H$$&11#64.!$$^E
H&!@6.@$4$2&P8&
J'%7/7@"8)$2#
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($Y8&*,-/@(O6$5&(W(($*(
H2H1QG2?2($&2E2($&2)5'?$'
?+(QJ'$7=$.? 6#
 +)$$$$,7-/
P=3=$=.5"0"?
P)$$
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;<?"$!8)J$
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>H)E%
=27%2'#^002.#3$2
%&&)!$$E
=&J"2(8$$0@5'$!$)
'86'$'()**(*6$*J*&Y77$7
Y@(
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-4-6P3
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'()***$*377&'7$71.1-/@./17'2
?"-87633.+-.
'()***2(*&'72($&27'2
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 ?"
?".+ 7633
'()***2(*&'72($&27'2
!%@90'(72*$$72(&4$!$:
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17
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18
... By conflicting with this engagement and this momentum towards the future, the pandemic has thus caused a « double rupture » in young adults' life projects, concerning both their present circumstances and their aspirations for the future. The pandemic crisis has in fact accentuated a generational dynamic already present during the last decade in the form of increasing financial and temporal pressure on life courses (Bessant et al., 2017); by heightening this pressure, it has upset an already very precarious balance in the construction of trajectories. In order to gauge the impact of the pandemic on young people's lives and mental health, we therefore suggest future research to focus on what Bazzani (2023) calls the « latent futures » of young adults, and what they become in times of crisis. ...
Youth, Interrupted? Young Adults, Time and the Future During the Covid-19 Pandemic
Article
Full-text available
  • Dec 2024
  • SOCIOL RES ONLINE
This article analyses how the pandemic reshapes young adults’ relationships with time and the future. While youth sociology has already highlighted the significant disruption of young adults’ daily temporalities, we emphasize the need to further explore young adults’ relationship with the « future » and its evolution in times of crisis. Using a life course perspective, we explore how the health crisis has affected not only the immediate time experiences of young adults but also their aspirations and their future outlook. Drawing on 48 life stories of young adults from various social backgrounds in Canada (Quebec and Ontario), we show that the pandemic represents a « shock of uncertainty » for all, necessitating rapid readjustments in one’s trajectory. Depending on living conditions and unequal capacities to « bounce back », life stories become divided into three main pandemic narratives: the fall or « stolen » time, the respite or « recovered » time, and the parenthesis or « suspended » time. Each of these narratives corresponds to a specific experience of the future, whether lost, reclaimed, or just on hold. We highlight how past vulnerabilities influence the very experience of the pandemic, and thus lead to different abilities to project into the future. The discussion identifies key lessons to take better account of time and the future in research on youth in a crisis context.
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... In the context of youth-led climate politics, Mayes and Hartup (2021 in Riddle et al., 2022) argue for the 'legitimacy of young people's expressions' about the concerns that are important to them (ibid.: p. 197). Bessant et al. (2018) and Pickard (2019) contend that the political concerns many young people are passionate about and share the burden of climate anxiety among themselves and across generations. This aligns with the view that young people's aspirations are moral dispositions shaped by the uncertain relationship between their present and future (Goring et al. 2023). ...
Young Climate Activists: A ‘Gritty’ Hope for Things to be Better than They Are Now
Article
Full-text available
  • Nov 2024
This paper examines the interplay between hope and ecoanxiety among young climate activists aged 18–35, moving beyond the conventional focus on ecoanxiety management. While existing scholarship emphasises the predominance of ecoanxiety, critics argue it individualises collective responsibilities. Using personal interviews and visual methodologies (autophotography and photo elicitation), this Australian study explores the experiences of ten young activists, including their feelings of being overwhelmed, rage, and grief. Contrary to a concentrated focus framing ecoanxiety as debilitating, the findings underscore the critical role of hope in motivating and sustaining engagement. Diverse and creative forms of activism render manifest young activists’ deployment of hope and anticipate a better future. A critical understanding of the complementary relationship between hope and ecoanxiety enhances activism efficacy, empowerment, and subsequent well-being. This research contributes to shifting the discourse from exclusively managing ecoanxiety to fostering hope, emphasising meaningful climate action and enhanced well-being among young activists.
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... The estimated population of nearly 200 million people in the country is made up primarily of young people who are underrepresented in public roles and government space (Worldometer, 2023;Okon, 2022). A significant portion of young adults face exclusion from mainstream society, primarily due to stark disparities in wealth, power, and income (Iwilade, 2013;Bessant et al., 2017;Ayub and Fadeyi, 2022). This exclusion is exacerbated by factors such as widespread unemployment, instances of starvation and poverty, inadequate educational systems leading to high levels of illiteracy, and the ramifications of collapsing family structures. ...
Prioritising Young Adults in Nigeria: Can Social Innovation Provide Youth- Centric Solution?
Thesis
Full-text available
  • Jul 2024
Introduction: Young adults, are a critical demographic in the Nigeria’s pursuit of sustainable development. However, the youths are not properly prioritised in Nigeria and they face multifaceted challenges that hinder their socio-economic development. Recognizing the potential of social innovation to address these challenges, this study explores innovative strategies to empower Nigerian youth effectively. Aim: To explore and understand how social innovation can be utilized to prioritize and address the challenges faced by young adults in Nigeria, thereby contributing to the nation's overall development agenda. Method: Employing a qualitative research design, the study gathered data through semi-structured interviews with NGO workers who have direct experience working with Nigerian youth. A purposive sampling strategy was implemented to select participants, ensuring a focus on individuals closely involved in youth development initiatives. Thematic analysis was conducted to identify key challenges and opportunities for empowering young adults in Nigeria. Result: The study identified eight major themes reflecting the challenges and opportunities in youth empowerment: Educational and Skill Deficit, Poor Funding, Policy and Institutional Failures, Solution and Capacity Failures, Youth-Led Empowerment through Technology and Entrepreneurship, Poor Infrastructure, Partnership and Collaboration, and Tailored Community Interventions. These themes highlighted the critical gaps in current approaches and accentuate the potential of leveraging local assets, technology, and entrepreneurship as avenues for empowerment. Conclusion: The study concludes that addressing the empowerment challenges of Nigerian youth requires a multifaceted approach that leverages social innovation and community assets. Recommendations for policy and practice include the adoption of the Asset-Based Community Development, fostering entrepreneurship through practical experiences, and enhancing digital literacy and access. Emphasizing the need for policies that encourage partnerships and support tailored community interventions, the study provides a roadmap for stakeholders to prioritize and effectively empower Nigerian youth. The research is limited by its qualitative nature, purposive sampling method, and reliance on the perspectives of NGO workers rather than the direct experiences of Nigerian youth.
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The youth mental health crisis: analysis and solutions
Article
Full-text available
  • Jan 2025
Background Since the mid-20th century, mental illness has become a leading cause of health burden, particularly among adolescents and emerging adults, with most disorders emerging before the age of 25. Over the past two decades, mental ill health has surged to alarming levels, with evidence confirming that the increase is not just due to better awareness or diagnosis but reflects a genuine public health crisis. Study design/method We explore the evolving landscape of youth mental health and its contributing factors, including family dynamics, educational pressures, climate change, social media, and socio-economic challenges, potentially linked to neoliberal policies. A narrative review methodology was employed to analyze these factors and their role in the trends of mental ill-health among young people. Study results We document mental health trends since the mid-1990s, focusing on mental and substance use disorders among young people and their current needs. Potential new explanatory factors and megatrends, potentially flowing from a paradigm shift in the global political economy which has largely passed under the radar, yet which has produced fragmentation and inequality, are identified, with the COVID-19 pandemic further intensifying these trends. We discuss methodologies to estimate the contribution of these megatrends and outline potential barriers to implementation, along with strategies to overcome them. Conclusion This review calls for a comprehensive global action plan, emphasizing prevention, early intervention, and improved treatment strategies. In addition to strengthening prevention, which may take time and be elusive, immediate action is needed to innovate and expand services, which are currently under-resourced and overwhelmed.
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Precarious Work During the Transition to Adulthood: A Latent Profile Analysis of Taiwan’s Young People
Article
Full-text available
  • Dec 2024
  • SOC INDIC RES
This study investigates the experiences of young individuals in precarious work using panel data collected from two waves of observations in Taiwan. Through a latent profile analysis of participants in the Taiwan Youth Study, it was found that a significant majority consistently fell into the category of lower-paid workers upon entering the workforce. Furthermore, approximately 10% of the sample were identified as the group of precarious work by the age of 30. To further explore the determinants of three distinct groups (i.e., precarious work, lower-paid work, and high achievers), several hypotheses are proposed. The results support the arguments of credential inflation, firm size, and possession of authority in managerial hierarchies. It is also observed that individuals lacking formal credentials tend to have less job security in the public sector compared to the private sector. These findings align with the perspective of political economy, suggesting that young workers in Taiwan, as seen in other contexts, encounter significant challenges and difficulties in the labor market during their transition to adulthood, despite being part of an economy characterized by rapid economic growth and a lower unemployment rate.
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A Turning of the Tide?
Chapter
  • Oct 2024
This introductory chapter sets the stage for an in-depth exploration of two research projects conducted with young people in Australia during the tumultuous years of 2019 and 2020. It begins with a story that highlights important reflections and poetic knowledges from a participatory action research project with young people during COVID-19 lockdowns in the state of Victoria. It then examines the confluence of crises that defined this timeframe, including COVID-19, but also acknowledging the slow and steady violence of coloniality and capitalist and neoliberal systems. The chapter also considers the epistemic crisis of representation, mobilising disciplinary reflexivity to unpack constructions of young people across time and during other contexts of crisis. Finally, the chapter concludes with an overview of the theoretical, conceptual and epistemic anchoring for the community-based activist research that was undertaken and details of the two projects that are the focus of this book: Cartographies of Youth Social Justice, Voice and Action; and the Youth Participatory Arts Action Research (YPAAR) project.
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Young people, place-based stigma and resistance: A case study of Glasgow’s East End
Article
  • Feb 2024
This article analyses working-class young people’s perceptions of and resistance to place-based stigma, through a case study of a youth-led theatre project in the East End of Glasgow, UK. The impact of stigma on working-class communities is well-established; through the effects of poverty and inequality people and places are stigmatised. Although existing literature emphasises that we must recognise how working-class people construct alternative narratives, there is limited evidence on how people in neighbourhoods with high levels of poverty manage and resist stigma. There is a dearth of research on young people’s resistance to stigma. This qualitative study found promising signs of young people’s agency to resist place-based stigma by constructing alternative narratives. Through creative work, young people were able to convey powerful messages around poverty-related issues, making visible the effects of poverty on individuals and communities and encouraging empathy and understanding. However, it was also evident that individualistic understandings of poverty are so powerfully ingrained that these alternative narratives stopped short of an explicit recognition of structural causes of poverty. This article argues that viewing resistance as a process helps to identify possibilities for supporting young people to further develop critical consciousness, to confront stigmatising discourses in a way that exposes power relations, and to generate activism.
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Neoliberalism, policy advocacy networks and think tanks in the Spanish educational arena: The case of FAES
Article
Full-text available
  • Sep 2013
The way in which societies around the globe are governed is changing towards more flexible and networked forms where the government is not the sole and main responsible actor in the organisation, funding, delivery and evaluation of public services. Analysing the new roles of philanthropic organisations, think tanks and business organisations is a key task in order to understand the expansion of neoliberal ideas and solutions in the field of education policy. Taking as a starting point the set of ideological pillars and discursive practices of the Spanish neoliberal think tank Foundation for Social Studies and Analysis (Fundación para el Análisis y los Estudios Sociales, FAES) and its networks of academics and experts, this article aims to offer a deeper understanding of the processes through which new models of public management and market-based solutions are being promoted and enacted in the Spanish educational arena. To do this, we will experiment with tools derived from what is known as ‘network ethnography’, a new methodological approach that combines aspects of Social Network Analysis with more traditional ethnographic methods.
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Grafting, Going to College and Working on Road: Youth Transitions and Cultures in an East London Neighbourhood
Article
  • Oct 2009
The local neighbourhood has an enduring significance for British urban, working-class youth in relation to their transitions, cultures and leisure practices. This paper examines these interrelated issues by drawing upon ethnographic research undertaken in ‘Manor’, a deprived, multi-ethnic East London neighbourhood. It explores the transitions taken by black, white and mixed-parentage young males (and some of their female peers), transitions that were formed by the interaction of paid work opportunities with youth cultures and leisure practices (‘road’ and ‘grafter’ cultures), ethnicity, gender and social networks. Even within a single deprived and stigmatized neighbourhood such as Manor, a number of transitions could be identified. These include ‘grafting’ at manual, masculine ‘dirty work’ in the construction industry; going to college allied to ‘clean’, service-sector work; and an ‘alternative’ route of ‘working on road’ by undertaking a variety of low-level, illegal money-making activities.
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Young People, Class and Place
Article
1. Young people, class and place Tracy Shildrick, Shane Blackman and Robert MacDonald 2. Constructions of the working-class 'Other' among urban, white, middle-class youth: 'chavs', subculture and the valuing of education Sumi Hollingworth and Katya Williams 3. Who needs enemies with friends like these? The importance of place for young people living in known gang areas Robert Ralphs, Juanjo Medina and Judith Aldridge 4. 'Nightscapes and leisure spaces': an ethnographic study of young people's use of free space Cara Robinson 5. Grafting, going to college and working on road: youth transitions and cultures in an East London neighbourhood Anthony Gunter and Paul Watt 6. From 'inheritance' to individualization: disembedding working-class youth transitions in post-Soviet Russia Charlie Walker 7. Steps and stages: rethinking transitions in youth and place Tom Hall, Amanda Coffey and Brett Lashua 8. (Re)constituting the past, (re)branding the present and (re)imagining the future: women's spatial negotiation of gender and class Yvette Taylor and Michelle Addison 9. New class divisions in the new market economies: evidence from the careers of young adults in post-Soviet Armenia, Azerbaijan and Georgia Ken Roberts and Gary Pollock
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Generational Accounting in the UK
Article
  • Mar 2000
Generational Accounting measures the burden that current fiscal policies are likely to impose on future generations. It also identifies the set of policy reforms needed to achieve generational balance a situation in which future generations face the same lifetime net tax rates as current generations. This paper presents the first set of generational accounts for the United Kingdom and compares the UK generational imbalance with that in the U.S., Japan, Germany, France, Italy, and twelve other countries in Europe, Asia, and South America. The preparation of this study was greatly aided by various departments of the government, particularly H.M. Treasury. In providing this assistance, the government has initiated an extremely important process of doing long-term fiscal planning for the nation on a systematic and comprehensive basis. That said, the particular findings and assessments presented in this paper are those of its authors and not those of Her Majesty's Government. Compared wit...
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