Economic Worries—Therapeutic Solutions?: Entrepreneurial and Therapeutic Governing of Transitions of Young People

Brunila, Kristiina; Mertanen, Katariina; Costa, Sari Mononen-Batista

doi:10.33134/hup-3-8

Cited by 7 publications

(3 citation statements)

References 32 publications

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“…While research connecting aspirations, expectations, and outcomes (e.g., Hitlin and Johnson 2015;Johnson and Hitlin 2017;Vaisey 2010) can promote a view of the aspirational discourse as a tool for a better life, the critical view (e.g., Brunila et al 2020;Spohrer et al 2018) understands this discourse as a myth that serves contemporary economic and social structures. These conflicted views, however, are not just an etic sociological problem.…”

Section: Articulating Aspirations: Shifting From Outcomes To Interpre...mentioning

confidence: 99%

“…Quantitative studies show that aspirations are tied to outcomes and thus the cultivation of aspirations may lead to a better life (e.g., Johnson and Hitlin 2017;Vaisey 2010). Yet, recent research addresses the limits of the aspirational discourse in self-making processes of underprivileged young adults arguing that the aspirational discourse blurs and disregards inequality (e.g., Brunila et al 2020;Silva 2013). Despite these limits, the aspirational discourse remains an important means through which both educators and youth make sense of their lives.…”

Section: Introductionmentioning

confidence: 99%

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Glitches in the Aspirational Discourse: Between Enterprise and Compromise¹

Alfi‐Nissan,

Pagis

2023

Sociological Forum

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In recent years, the sociology of culture has turned its gaze to future aspirations. This gaze is in line with contemporary future‐oriented culture, which encourages young people to aspire to fulfill their dreams. A leading carrier of future orientation is the aspirational discourse, which has become prominent in the educational field and among youth. Sociological inquiry is conflicted regarding the outcomes of this discourse. While it is criticized for increasing inequality, it has also been shown that aspirations are means for higher achievements. In this article, we shift from a focus on outcomes to a focus on interpretation and ask: How do social actors make sense of aspiring selves despite social limitations and inequality? Based on a qualitative study that tracks the aspirational discourse among school educators and recent high school graduates in Israel, we introduce the concept of “glitches” as articulated detours that rise in response to a mismatch between the discourse and lived experience. We identify three main glitches: deviating from the message “the sky is the limit” by lowering the aspirational sky, pausing future orientation by taking time out and limiting individual accountability by yielding to force majeure. We discuss how each glitch serves a different role in the construction of individuals' life narratives and argue that the intermittent use of glitches enables individuals to sustain the mythical aspirational discourse, even in moments of mismatch and doubt.

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Section: Articulating Aspirations: Shifting From Outcomes To Interpre...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Glitches in the Aspirational Discourse: Between Enterprise and Compromise¹

Alfi‐Nissan,

Pagis

2023

Sociological Forum

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“…The Competency-Tetris encourages a continuous focus on going forward as a sign of progress, an approach based on neoliberal assumptions. The data showed that speculation about the future in this context appears to be founded on intense entrepreneurial thinking combined with therapeutical actions (see, Brunila et al, 2020). The ideas of inclusion described above tend to target two pathways to a successful future: the first is a direct route via fitting to the workforce auction (Lauder et al, 2012); the second is via support trajectories that accommodate students who do not fit the model and therefore require a viable solution.…”

Section: Fitting the Workforce Auction And Multi-professional Support...mentioning

confidence: 99%

VET and the “Competency-Tetris”

Rosenblad

Schaffar²,

Löfström³

2022

NJCIE

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The purpose of the article is to empirically analyse how the idea of inclusion is portrayed within the boundaries of the “Competency-Tetris”: a metaphor that should not be confused with the Tetris® game but used to theoretically capture individualised, competency-based, and managerially governed Vocational Education and Training (VET). We argue that the meaning of social inclusion within and through VET is unclear and vested by the human capital doctrines and the neoliberal assumptions from which it is derived. Whom does inclusion in VET involve, and to what and where does inclusion take place? Employing a design-based research approach, we used abductive applications to analyse data produced through participatory ethnographic observations (N=32) and interviews (N=12). The results identified four abstracted themes: (1) Fitting the workforce auction; (2) Multi-professional support trajectories; (3) Inclusion of qualification measures; and (4) Social and cultural learning communities. The first three abstracted themes suggest that the Competency-Tetris is a social divider of students based on a “go-forward” engine with social engineering at its fore. That is, the desired boundaries between VET and work are not strengthened, and the question of enabling equal learning for all students faces a U-turn. Thus, the economic value accumulated in competency-based qualification measures is accentuated. The latter abstracted theme identifies a different, albeit obscured, aspiration: human encounters requiring dignity, mutual respect, social generosity, and developmental sustainable ecology are increasingly approached as part of, within, and through VET.

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Boosting Employability Through Fostering an Entrepreneurial Mindset: Critical Analysis of Employability and Entrepreneurship in EU Policy Documents

Laalo

Kinnari

Silvennoinen

et al. 2023

Rethinking Graduate Employability in Context

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In EU higher education policy, improving graduate employability is a central concern, setting guidelines and putting pressure not only on higher education institutions but also on individuals. In this chapter, the policy discourse on producing employable graduates is analysed by considering entrepreneurship education as a governing technology. The analysis illustrates how entrepreneurship education is represented as an empowering solution to maximise graduates’ employment and economic potential. Graduates are within the policy being governed by risk. While the goal of the policy appears to be producing empowered and employable graduates with a self-responsible entrepreneurial mindset, the policy might also set unintentional pressures and participate in generating a character of a ‘neurotic citizen’ who has a constant fear of losing control in life and dropping out from society.

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Economic Worries—Therapeutic Solutions?: Entrepreneurial and Therapeutic Governing of Transitions of Young People

Cited by 7 publications

References 32 publications

Glitches in the Aspirational Discourse: Between Enterprise and Compromise¹

Glitches in the Aspirational Discourse: Between Enterprise and Compromise¹

VET and the “Competency-Tetris”

Boosting Employability Through Fostering an Entrepreneurial Mindset: Critical Analysis of Employability and Entrepreneurship in EU Policy Documents

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Economic Worries—Therapeutic Solutions?: Entrepreneurial and Therapeutic Governing of Transitions of Young People

Cited by 7 publications

References 32 publications

Glitches in the Aspirational Discourse: Between Enterprise and Compromise1

Glitches in the Aspirational Discourse: Between Enterprise and Compromise1

VET and the “Competency-Tetris”

Boosting Employability Through Fostering an Entrepreneurial Mindset: Critical Analysis of Employability and Entrepreneurship in EU Policy Documents

Contact Info

Product

Resources

About

Glitches in the Aspirational Discourse: Between Enterprise and Compromise¹

Glitches in the Aspirational Discourse: Between Enterprise and Compromise¹