Social justice in a market order: graduate employment and social mobility in the UK

Framed within a Gramscian analytical perspective, this article contrasts the ‘transparent neoliberalism’ of one of its leading organic intellectuals, Friederich Hayek, with one of the key discourses of ‘euphemized neoliberalism’ in the UK: higher education’s promise of social justice through social mobility. The article discusses the disjunctions between ideology and discourse but also between discourse and the reality of class-based unequal graduate employment outcomes in the UK. I then consider some recent policy proposals to redress such inequalities and scrutinize these in the light of Hayek’s views on social justice within a market economy. In the final section, I return to Gramsci to re-evaluate the continuing relevance of the concept of organic intellectuals in the light of debates around the shifting position of intellectuals within contemporary society

Of embodied emissions and inequality: rethinking energy consumption

This paper situates concepts of energy consumption within the context of growing research on embodied emissions. Using the UK as a case study I unpack the global socio-economic and ecological inequalities inherent in the measurement of greenhouse gas emissions on a territorial basis under the international climate change framework. In so doing, I problematise questions of distribution, allocation and responsibility with regards to the pressing need to reduce global GHG emissions and the consumption that generates them. I challenge the disproportionate emphasis that energy policy places on supply as opposed to demand, as well as its overriding focus on the national scale. Consequently I argue that any low carbon transition, in addition to a technological process, is also a geographical one that will involve the reconfiguration of "current spatial patterns of economic and social activity" (Bridge et al., 2013:331), as well as relationships both within countries and regions and between them

A systematic assessment of road pavement sustainability through a review of rating tools

Pavements are engineered systems present in every modern society, and they have significant environmental, economic and social impacts. In an effort to promote more sustainable decisions regarding pavement design, construction and management, several pavement sustainability assessment tools have been developed. This research reviewed some of these tools and found that many of them do not treat the pavement as a system; instead, they seek to optimize individual aspects of the pavement in an effort to increase its sustainability. Therefore, a framework for analytically assessing the system outcomes towards sustainable objectives is presented and applied for modern pavement sustainability assessment. The results suggest that this framework provides a way to systematically include data in the evaluation of the outcomes of pavement management decisions towards achieving sustainable objectives

Does student loan debt deter higher education participation? New evidence from England

Research among prospective UK undergraduates in 2002 found that some students, especially from low social classes, were deterred from applying to university because of fear of debt. This paper investigates whether this is still the case today in England despite the changing higher education landscape since 2002. The paper describes findings from a 2015 survey of prospective undergraduates and compares them with those from the 2002 study. We find that students’ attitudes to taking on student loan debt are more favorable in 2015 than in 2002. Debt averse attitudes remain much stronger among lower-class students than among upper-class students, and more so than in 2002. However, lower-class students did not have stronger debt averse attitudes than middle-class students. Debt averse attitudes seem more likely to deter planned higher education participation among lower-class students in 2015 than in 2002

Distrust by Design? Conceptualising the role of Trust and Distrust in the development of Further Education Policy and Practice in England

It would be relatively easy, and with good reason, to assume that social trust is a normatively good value to promote within institutions. Trust encourages cooperation between actors, and thus normalises policies, practices and behaviours that tend to work for the social good of all people, rather than just individuals. To assume all of this would also be to assume that trust should, in aspiration at least, be central to public policy design. However, I argue in this conceptual paper that the competitive landscape of the English Further Education sector in the years since Incorporation does not lend itself to the values of cooperation and social good. The extent to which forced competition has become normalised has made concerns over financial health commonplace around the boardroom in FE Colleges. In this context, perhaps the benefits associated with building and maintaining trust in this context are problematic. Perhaps it is important to consider whether in fact, distrust is fundamental to institutional survival? This paper draws upon three key theoretical concepts from the trust literature to conceptualise how the Further Education policy environment could necessitate measures which enlist organisations and individual actors towards objectives which are increasingly linked to competition, centrally devised standards and institutional survival. In this way, I suggest in this paper that strategies of distrust may be of greater use in the design of institutional policy, as the need to establish control encourages self-interested practices which take primacy over cooperation

System differentiation in England: the imposition of supply and demand

This chapter describes changing state and sector policy in relation to differentiation and how it has emerged in the English HE context: specifically, the attempts to concentrate the highest qualified applicants and the most prestigious institutions in a 'premium' market segment; the significance of the growing involvement of private providers; and the rise of the ‘student-as-consumer’ and 'value for money' in recent government policy discourse (e.g. the White Papers Students at the Heart of the System (DBIS 2011a) and Success as a Knowledge Economy (DBIS 2016). The chapter situates the development of a market hierarchy (in the form of a vertical differentiation of institutions, Archer 2007) following the demise of the university-polytechnic binary system in 1992 (Further and Higher Education Act, HMSO 1992). This co-existed for several years with the institutional diversity often celebrated by the Higher Education Funding Council for England (e.g. HEFCE 1994; 2000) that can be conceptualised as the horizontal differentiation of valued types of higher education provision and provider (e.g. part-time or vocationally orientated). The introduction of market mechanisms, in various stages beginning with the 2004 Higher Education Act (DfES 2004) and the introduction of variable tuition fees, coincided with the publication of institutional league tables from 2005. Taken together, these have reinforced a hierarchical system in which all institutions and courses are henceforth differentiated only by reference to a set of criteria dominated by the entry requirements demanded, and the amount of research carried out by the institution. Given the implications of the most recent legislation – the Higher Education and Research Act (HMSO 2017) this hierarchy is likely to be matched by one signalled by tuition fee levels, as new cheaper 'challenger' institutions come to the market

Towards the delivery of sustainable regeneration projects’ types in the UK: an exploration of the role and level of involvement of key practitioners

Sustainable regeneration is a vital aspect of the UK sustainable development agenda in which a lot of efforts have been made over the years. Traditionally, the UK regeneration strategy has evolved from the provision of affordable housing through to the provision of other public sector projects and private sector commercial projects. While the concept of sustainable regeneration has been a key facet of UK sustainable development agenda over the past decades, it can be said that the delivery of sustainability benefits of major projects has been determined by numerous factors. Paramount among the factors which have affected and continue to determine the delivery of sustainability outcome of regeneration projects are the construction industry practitioners who are tasked with the responsibility in the delivery of these regeneration projects. The paper presents the findings of a study which explored practitioners’ level of involvement in the delivery of the three types of sustainable regeneration projects in the UK, using a mixed-method research to obtain 21 and 193 responses from practitioners through semi-structured interviews and questionnaire survey, respectively. The findings reveal that housing-led regeneration project is the most involved type of regeneration project by practitioners, while the least involved project is private sector commercial regeneration project

Problematising social mobility in relation to Higher Education policy

This paper problematises the concept of social mobility through an exploration of it in relation to Higher Education policy in England. Based upon a content analysis of a number of key policy documents from distinct eras, it identifies definitions and understandings of social mobility within them, exploring how such references have changed over time, and critiquing the differences between the imagined ideals of what policy rhetoric seeks to do and the reality of policy implementation. In particular, it considers the characterisation of social mobility as an individualised concern; it positions aspirations of improving social mobility within the market of Higher Education; and it ultimately asks whether Higher Education can solve the government's social mobility problem

A Practice of Concrete Utopia? Informal Youth Support and the Possibility of 'Redemptive Remembering' in a UK Coal-Mining Area

At a moment when individualised and de-historicised notions of 'aspiration', 'resilience' and 'wellbeing' are proliferating in policy discourse shaping informal youth support practice, this article argues, instead, for a critically historical focus. In reviewing material from an intergenerational ethnographic study of young people in contact with youth support teams in a former coal-mining community in Derbyshire, UK, the case is made for understanding how young working-class people's experience of education is situated within historical geographies of collectively transmitted affect. In the particular coal-mining locality considered, these classed spatialities of feeling have been shaped through traditions of political, trade union and community resistance and mutual aid established over a 200-year period and culminating in the locally bitterly divided national miners' strike of 1984-85. Beginning from an ethnographic field note, the article outlines how such insubordinate community histories - particularly those imagining a radical reconstitution of society - can be silenced when a collective psycho-social space once redolent with hope becomes a space of ruin as a result of politically orchestrated de-industrialisation. Noticing how this compounds young people's experience of marginalisation and leaves them at once adrift from the 'illegitimate' histories that are their legitimate 'heritage', and at the same time subject to the traumatic affective legacy of those same histories, a critical counter-practice in informal youth support is proposed. Drawing on Blochian readings of Freire, the article calls for a form of intergenerational 'redemptive remembering' - a practice of 'concrete utopia' - capable of recovering 'unspeakable' community histories for a collective remaking of resilience and aspiration beyond the received confines of the neoliberal imaginary