Spyros Themelis

Meritocracy through education and social mobility in post‐war Britain: a critical examination

After the Second World War, education in advanced capitalist societies has been perceived as the main ‘saviour’ of the meritocratic ideal. In this paper I will investigate some of the implications of the lasting emphasis that has been placed upon education in Britain, in the pursuit of a more just and equal society. Initially, I will present two main strands of thought vis‐à‐vis meritocracy. I will then show how these different approaches have shaped the pertinent debate. The main line of reasoning will be that the ‘meritocracy through education’ discourse can potentially conceal inequalities and injustices in contemporary market‐driven British society. This contention will be supported by evidence from social mobility research, which clearly indicates that the expansion of educational provision and the increase in educational qualifications of the past 60 years has done little to eliminate social class differences and associated privileges.

Questioning inclusion: the education of Roma/traveller students and young people in Europe and England: a critical examination.

This article deals with issues pertinent to the ‘inclusion’ of Roma/Traveller children and young people in Europe and, in particular, England. It discusses some key issues that pertain to the inclusion of Roma/Traveller groups in society and it critically presents some key policies that have been advanced to tackle educational and social exclusion of these groups. The aim in this article is to explore the impact these approaches have had thus far and to unravel some of the contradictions, inconsistencies and tensions that permeate them. The critical examination of such approaches is principally located within the context of the United Kingdom, but relevant policies and initiatives that have been introduced by supra-national European organisations are also discussed in order to inform the reader about the wider context in relation to the issues many Roma/Traveller groups face. Inclusion does not operate in a vacuum. It is argued that a set of structural and ideological factors that impact on inclusion need to be identified and linked to a renewed and enriched inclusion approach. In fighting exclusion, holistic and sustained approaches are necessary, which cut across social, political, economic and cultural domains and extend well beyond the formal education of one group (the Roma/Travellers).

The time of the Roma in times of crisis: Where has European neoliberal capitalism failed?

This paper argues that the economic and financial crisis that has ensnared Europe from the late 2000s has been instrumental in reshaping employment and social relations in a detrimental way for the majority of the European people. It argues that the crisis has exacerbated the socio-economic position of most Roma people, immigrants as well as of other vulnerable groups. This development is approached here as an outcome of the widening structural inequalities that underpin the crisis within an increasingly neoliberalised Europe. Through recent policy developments and public discourses from a number of European countries I show how rising inequalities nurture racialised social tensions. My account draws on classic and contemporary theoretical propositions that have been propounded about the nature of capitalism, its contemporary re-articulation as well as its ramification for the future of Europe.

Working in the community with young people who offend

This paper discusses how the ‘at risk’ and ‘what works’ approach that drives the management of youth criminal justice systems produces little knowledge that informs practitioners how best to work with young people who offend and how to design effective crime prevention programmes. An alternative approach that is more informative for the development of effective practices is proposed. This approach prioritises problem-solving and finding out how interventions work. Findings from research we carried out on four local youth inclusion programmes are drawn on to illustrate the potential of this approach to improve practice.

Challenging deficit discourses in international education and development

Research and policy in international education has often been framed in terms of a deficit discourse. For instance, policy debates on women’s literacy and education have begun by positioning women ...

Learning from and with the education movements in Greece and Brazil:knowledge, action and alternatives

Learning from and with the Education Movements in Greece and Brazil: knowledge, action and alternatives. The insights shared in this paper are based on research conducted in Greece and Brazil It is centered around the exploration of activist knowledge as a distinct form of knowledge. In doing this, it discusses the role of reflection in acquiring critical consciousness as well as the unified and holistic character of activist knowledge. This unity entails the intertwining of action with reflection and action with theory. It shows how critique forms a key feature of activist knowledge and highlights some nuances, tensions and contradictions inherent in the knowledge production of this kind. The latter is shown to be underpinned by plural dialogical processes, which further challenge and enrich knowledge produced in social movements. The paper aims to feedback insights from theory into praxis and vice versa. To achieve its aims, it approaches learning as an ongoing part of the quest for meaning and the quest of meaning as an integral part of acting.The insights shared in this paper are based on research conducted in Greece and Brazil It is centered around the exploration of activist knowledge as a distinct form of knowledge. In doing this, it discusses the role of reflection in acquiring critical consciousness as well as the unified and holistic character of activist knowledge. This unity entails the intertwining of action with reflection and action with theory. It shows how critique forms a key feature of activist knowledge and highlights some nuances, tensions and contradictions inherent in the knowledge production of this kind. The latter is shown to be underpinned by plural dialogical processes, which further challenge and enrich knowledge produced in social movements. The paper aims to feedback insights from theory into praxis and vice versa. To achieve its aims, it approaches learning as an ongoing part of the quest for meaning and the quest of meaning as an integral part of acting.