Search

This article examines debates about the design and provision of post-war housing within the papers and report of the Parker Morris committee. It does so to show how the models of citizens' rights and expectations which underpinned post-war welfare provision were transformed by mass affluence and the dynamic sphere of commercial consumption. Parker Morris's deliberations demonstrate that, as early as the 1950s, the citizen-subject was reimagined as a consuming individual, with requirements based on their expressive needs and consuming desires, and that this had far-reaching consequences for social democratic systems of universal welfare provision. The introduction of consumerist imperatives into publicly defined models of citizens' needs enhanced the political and cultural authority of the commercial domain, prompted a heightened role for commercial experts and market logics within public governance, and served to devalue socialized forms of provision in favour of consumer choice in the private market. The article thus engages with the growing scholarship on the politics of mass consumerism by showing how the material and emotional comforts of post-war affluence came to be constructed as critical to social democratic citizenship and selfhood. Situating this uneasy entanglement of social democratic rights with consumer satisfaction as part of a wider trajectory of political change, the piece suggests that Parker Morris marks an early but significant moment in the transition from post-war welfarism and social democracy to the consumer- and market-oriented forms of governance which came to dominate British politics and society in the latter part of the twentieth century. [ABSTRACT FROM AUTHOR]

This paper examines the inter‐relationships between ‘education’ and ‘sustainable development’ as these are played out in the political arena. Each of these two important areas of policy is prioritized by the UK government: education for over a 150 years, but emphatically so since 1997; sustainable development since at least 1992 when the Rio Earth Summit brought the issue to political (if not) public attention, and when this (and other) governments entered into treaty obligations to advance sustainable development through the policy process—obligations which were reinforced during the Rio + 10 Summit in Johannesburg in 2002. We have written, with others, about the rise of interest in education's role in sustainable development in the period since Rio (Reid et al. , Geography , 87(3), pp. 247–255) and this paper does not go over this ground. Instead, we examine a range of contrasting perspectives that have been taken on these issues, ask what they reveal and what they do not, and further ask what we can and cannot say about politics, education and sustainable development. Finally, we argue that if sustainable development is to be promoted through education this requires that we learn to re‐think our thinking about politics. [ABSTRACT FROM AUTHOR]

This paper examines a civil society challenge to UK government legislation withdrawing welfare support from asylum seekers who do not claim on entry to the country. Drawing on the work of Habermas and Alexander, it considers the role of the courts as a deliberative space and elaborates the scope for civil repair in the case of a group rendered marginal by the law. In so doing, it also suggests how links could be made with the broadened conception of citizenship proposed by Isin and Turner. [ABSTRACT FROM AUTHOR]

This paper argues both that devolution is central to our understanding of developments in social policy in the contemporary UK and that social policy is a key means through which we can develop a critical understanding of the process of devolution itself. Much of the devolved powers available to the governments in Edinburgh, Belfast and Cardiff centre on social policy innovation and practice. Devolution was widely welcomed as opening up the potential for the development of radically different social policies. However, the discussion of devolution has been largely dominated by an approach that focuses on institutional and/or organizational differences marginalizing, in the process, the wider social relations of welfare around which social policy is organized. In bringing the study of devolution into the heartland of social policy analysis, it is argued that we can begin to develop a more critically informed appreciation of social policy across the entire devolved UK. Through critical social policy analysis we can both evaluate and explain the complex interrelations between devolved governance and the continuing reproduction of inequalities and social divisions throughout the UK. [ABSTRACT FROM AUTHOR]

Two short paragraphs, 42 and 43, in the White Paper, Excellence in Schools, published in July 1997, announced the UK government's intention to educate for citizenship:Schools can help to ensure that young people feel that they have a stake in our society and the community in which they live by teaching them the nature of democracy and the duties, responsibilities and rights of citizens. [ABSTRACT FROM PUBLISHER]