Biography and social exclusion in Europe: Experiences and by Michael Rustin, Tom Wengraf, Prue Chamberlayne

By Michael Rustin, Tom Wengraf, Prue Chamberlayne

Based on 250 life-story interviews in seven eu Union nations, Biography and social exclusion in Europe:analyses own struggles opposed to social exclusion to light up neighborhood milieus and altering welfare regimes and contexts;points to demanding new agendas for eu politics and welfare, past the rhetoric of communitarianism and the hot Deal;vividly illustrates the lived adventure and environmental complexity operating for and opposed to structural techniques of social exclusion;refashions the interpretive culture as a instructing and learn instrument linking macro and micro realities.·[vbTab]·[vbTab]·[vbTab]Students, educational academics running shoes, practitioners, politicians, coverage makers and researchers in utilized and comparative welfare fields will all make the most of examining this book.

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2000) The turn to biographical methods in social science, London: Taylor Francis/Routledge. , Freeman, R. and Rustin, M. (eds) (1999) Welfare and culture in Europe: Towards a new paradigm in social policy, London: Jessica Kingsley. Flecha, R. (2000) Sharing words: Theory and practice of dialogic learning, Lanham: Rowman and Littlefield. Freire, P. (1970) Pedagogy of the oppressed, New York, NY: Seabury Press. Giddens, A. (1998) The Third Way: The renewal of social democracy, Cambridge: Polity Press.

Background: the Spanish welfare process and the promise of higher education One of the most prominent issues on the political agenda of the Socialist Party, as well as one of the major achievements during the 15 years of socialist government (1982-96), was to reintroduce republican educational values and make them universal through institutional implementation2. Over the past two decades, secondary and higher education have become available to wide sectors of the Spanish population3. It is fair to say that, after Franco’s demise in 1975, aspirations of upward social mobility through children’s access to higher 28 Suffering the fall of the Berlin Wall education became a ‘leitmotiv’ in the strategies of parents whose children attended secondary school at the time.

In particular, the stigma of poverty remains a constant feature of social policy and of common sense. Suspicion of those who are entitled to various benefits designed for small categories of deprived people has always been stronger than suspicion of the general categories of the social security system (such as sickness, old age or family allowances). Within the social security system, suspicion of the unemployed has also been stronger than of the other categories. And everybody and anyone could be suspected of cheating, making a profit out of this mutually supportive organisation.

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