Stuart Connor

The ‘Deserving’ Rich? Inequality, Morality and Social Policy

There is a long tradition in social policy of discussing and critiquing the notion of ‘deservingness’ in relation to ‘the poor’. This paper will apply such debates to ‘the rich’ to consider the grounds on which this group might be considered ‘deserving’. The paper identifies three sets of arguments. The first set of arguments concerns the appropriateness of rewarding merit/hard work/effort/risk-taking etc. The second concerns more consequentialist/economic arguments about providing incentives for wealth creation. And the third considers the character and behaviour of the rich. As well as discussing the potential criteria for deservingness, the paper will also debate whether the degree of income and wealth gained by the rich is deserved. Finally, the paper will discuss the social policy implications, including taxation policies, which emerge from this debate.

Promoting ‘Employ ability’: the changing subject of welfare reform in the UK

This paper provides a critical social semiotic analysis of the UK Department of Work and Pensions ‘Employ ability’ initiative. Although this initiative can be read as an attempt to reduce the exclusion of people with disabilities from the workplace, it is argued that the ‘Employ ability’ initiative, should be read as part of a discursive strategy to legitimate neo-liberal welfare reforms, where policies relating to the employment and underemployment of people with disabilities remain fixed almost entirely on the supply side rather than the demand side of labour. A number of semiotic resources are identified that attempt to make a neo-liberal ‘problematic’ appear to be a natural and common sense response to questions of welfare. Most notable is the use of an ‘empowerment’ discourse that seeks to legitimate a (self) disciplinary welfare regime and attempts to fabricate an active citizenry so necessary to the demands of neo-liberalism.

The technology and the artefacts of social control – Monitoring criminal and anti-social behaviour through and in media cultures

The potential afforded by contemporary forms of surveillance to monitor vast amounts of information raises a number of problems, including ‘who or what’ should be distinguished as the subject of surveillance and how is the extension and intensification of surveillance to be legitimated without encroaching on the sensibilities of those who deem themselves innocent. It is argued that the ‘chav’, one of the latest variants of an underclass discourse to emerge in the United Kingdom, provides an example of how an ideological figure can be employed both to justify the introduction of disciplinary surveillance technologies and become the proposed identification of targets for such apparatus. Following an outline of the term underclass and a guide to the language and imagery of the ‘chav’, the argument presented in this chapter is developed and represented through an examination of a range of media representing and responding to anti-social behaviour. The utilisation of media to render visible and represent those seen as responsible for anti-social and criminal behaviour is both an application of new technologies of surveillance and a re-invention of older forms of collective and communal punishment, control and regulation. What these examples share is the communication of a frame that equates ‘chavs’ with ‘anti-social’ behaviour and surveillance as a central component of any strategy for community safety. Thus, rather than the existence of ‘chavs’, or any allegedly threatening ‘other’ requiring surveillance, it is argued that it is surveillance that requires the existence of the ‘chav’. Put another way, if ‘chavs’ did not exist, then, for the exponents of surveillance at least, they would have to be invented.

Using frames and making claims: the use of multimodal assessments and the student as producer agenda

Abstract This paper focuses on the use of multimodal presentations as part of a teaching, learning and assessment strategy. Used as part of an assessment of a final-year undergraduate module on a social policy programme, the rationale was to provide students with the opportunity to develop and demonstrate multimodal and communications skills that form an increasingly important part of policy communications work. Despite a number of challenges, students reported and demonstrated a deep, sustained and meaningful engagement with the subject matter and the technologies employed. It is argued that the use of multimodal presentations as a form of assessment can make a significant contribution to the student as producer (SaP) agenda.