Social Exclusion

| December 19, 2015

Approach this assignment as if you (writer) is someone from the London (United Kingdom) area A 3,500 word assignment that addresses the

question: Is “social exclusion” a useful concept for understanding the lives of young people in your area? Drawing on specific examples

from your area where appropriate, explain your answer with reference to the key debates around the existence, nature and consequences of

social exclusion in policy and the literature. Discuss the implications of your answer for the strategies and actions you might take to

support young people. Assignment Assessment Criteria 1. Critical reflection, analysis and discussion on how “social exclusion” has been

conceptualised and defined in policy documents and in the academic and professional literature. 2. Presentation, analysis and

consideration of evidence of social exclusion from your area. 3. Arguments for effective strategies and actions derived from a realistic

assessment of what could “work” in your local area. 4. Structure and presentation: flow and intelligibility of argument; reference to

appropriate sources; integration of material from module reader and seminars; correct use of citation conventions. PLEASE USE THESE

REFERENCES: ALLEN, G. (2011a). Early Intervention: The Next Steps. London: Cabinet Office. Available at:

https://www.dwp.gov.uk/docs/early-intervention-next-steps.pdf ALLEN, G. (2011b). Early Intervention: Smart Investment, Massive Savings.

London: Cabinet Office. Available at: https://www.cabinetoffice.gov.uk/sites/default/files/resources/earlyinterventionsmartinvestment. pdf

BERGHMAN, J. (1997). ‘The resurgence of poverty and the struggle against exclusion: a new challenge for social security in Europe?’

International Social Security Review, 50(1), pp. 3-21. BLOND, P. (2011) Foreword. In St Mungo’s (2011) Enough Room: Is society big enough

for homeless people? London: St Mungo’s BUNTING, M. (2005). ‘It Isn’t Babies that Blights Young Lives’, Guardian, 27th May. Available

online at: https://www.guardian.co.uk/politics/2005/may/27/children.society CABINET OFFICE (2006). ‘Tackling deep-seated social exclusion:

Hilary Armstrong announces next steps and new arrangements in government .’ CAB/035/06. 13th June. Available online at:

https://www.cabinetoffice.gov.uk/newsroom/news_releases/2006/060613_se.asp x CABINET OFFICE (2010a) State of the nation report: poverty,

worklessness and welfare dependency in the UK. London: HMSO. Available online at: https://www.cabinetoffice.gov.uk/media/410872/web-

poverty-report.pdf CABINET OFFICE (2010b) The Coalition: Our Programme for Government. London: HMSO. Available online at:

https://www.direct.gov.uk/prod_consum_dg/groups/dg_digitalassets/@dg/@en/d ocuments/digitalasset/dg_187876.pdf COLES, B. (2001). ‘Joined

Up Youth Research: a new agenda for change?’ Leicester: National Youth Agency. COLES, B. (2011) Youth, in N. Yeates, T. Haux, R. Jawad and

M. Kilkey (eds) In Defence of Welfare: The Impacts of the Spending Review. The Social Policy Association. CRIMMENS, D., et al. (2004).

Reaching Socially Excluded Young People. Leicester: National Youth Agency. CWDC (2008). Integrated working explained. Leeds: CWDC. DCSF

(2007). Aiming high for young people: a ten year strategy for positive activities. London: HM Treasury. Available online at:

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/PU 214 DCSF (2007a). The Children’s Plan: Building brighter

futures. CM7280. London: TSO. Available online at: https://www.education.gov.uk/publications/eOrderingDownload/Childrens_Plan_ Summary.pdf

DCSF (2008). Targeted youth support: Integrated support for vulnerable young people – A guide. Nottingham: DCSF Publications. DfE (2011a)

Positive for Youth Discussion Paper: Helping Young People to Succeed in Learning and Find a Job. Available from:

https://media.education.gov.uk/assets/files/doc/j/helping%20young%20people% 20to%20succeed%20in%20learning%20and%20find%20a%20job.doc DfE

(2011b) Support and aspiration: A new approach to special educational needs and disability. London: TSO DFES (2003). Every Child Matters.

CM5860. London: TSO. Available online at: https://publications.everychildmatters.gov.uk/eOrderingDownload/CM5860.pdf DFES (2005). Youth

Matters. CM6629. London: TSO. Available online at: https://www.education.gov.uk/publications/standard/publicationdetail/Page1/Cm

6629#downloadableparts DFES (2006). Youth Matters: Next Steps. A Summary. Ref DFES-0261-2006. Nottingham: DfES. Available at:

https://www.education.gov.uk/publications/eOrderingDownload/0261-2006PDFEN- 01.pdf DUNCAN, S. (2007). ‘What’s the problem with teenage

parents? And what’s the problem with policy?’ Critical Social Policy, 27(3), pp. 307-334. FARRINGTON, D.P. (2000). ‘Explaining and

Preventing Crime: The Globalization of Knowledge – The American Society of Criminology 1999 Presidential Address.’ Criminology, 38(1), pp.

1-24. FITZSIMONS, A. (2007). ‘Working with the Contradictions – New labour’s Social Exclusion Policies.’ Youth and Policy, 94(Winter), pp.

51-60. FRANCE, A. (2007). Understanding Youth in Late Modernity. Basingstoke: Open University press. FRASER, C. (2011) How do we make the

Big Society big enough for homeless people? In St Mungo’s (2011) Enough Room: Is society big enough for homeless people? London: St

Mungo’s GUARDIAN (2006). ‘More help needed for the disadvantaged, says Blair.’ Guardian 5th September. Available online at:

https://society.guardian.co.uk/socialexclusion/story/0,,1865417,00.html HAMMER, T. (ed.) (2003) Youth Unemployment and Social Exclusion in

Europe. Bristol: The Policy Press. HANCOCK, L. (2001). Communities, Crime and Disorder: Safety and Regeneration in Urban Neighbourhoods.

Basingstoke: Palgrave. HM Treasury (2000) Pre-budget Report. London: HMSO HOME OFFICE (2003). Respect and Responsibility – Taking a Stand

Against Anti- Social Behaviour. Cm 5778. London: TSO. HOME OFFICE (2005). Chapter 7 – A Reformed System: Delivering the Proposals, Youth

Matters. Cm.6629. London, Stationery Office, pp. 62-72. Available online at: https://publications.everychildmatters.gov.uk/default.aspx?

PageFunction=product detailsandPageMode=publicationsandProductId=Cm6629and HOME OFFICE (2006). Education and Inspections Act 2006. London:

TSO. Available online at: https://publications.dcsf.gov.uk/default.aspx?PageFunction=productdetailsandPag

eMode=publicationsandProductId=DCSF-10544006Xand HOME OFFICE (2011) More effective responses to anti-social behaviour. Consultation

document. Available online at: https://www.homeoffice.gov.uk/publications/consultations/asb-consultation/ KEMSHALL, H. (2002). Risk,

social policy and welfare. Buckingham: Open University Press. KEMSHALL, H. (2003). Understanding Risk in Criminal Justice. Buckingham:

Open University Press. KEMSHALL, H. (2009). ‘Risk, Social Policy and Young People’ in WOOD, J. and HINE, J. (eds.) Work with Young People:

developments in theory, policy and practice. London: Sage. LEADER (2005). ‘Blair must take the lead.’ Guardian 23rd June. Available online

at: https://www.guardian.co.uk/politics/2005/jun/23/immigrationpolicy.prisonsandpr obation LEVITAS, R. (2006). ‘The concept and

measurement of social exclusion.’ IN LEVITAS, R., PANTAZIS, C. and GORDON, D. (eds.) Poverty and Social Exclusion in Britain: The

Millennium Survey. Bristol: The Policy Press, pp. 123-162. LLOYD, C., PRELLER, K. with James SANDHAM and George SMITH (2000). Young

People, Offending and Local Action. Leicester: National Youth Agency. MAGUIRE, S. et al.(2009). Research Report DCSF-RR095: Activity

Agreement Pilots Process Evaluation. Nottingham: DCSF Publications. Available online at:

https://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RR095.pdf MAGUIRE, S. and THOMPSON, J. (2007). ‘Young people not in education,

employment or training (NEET) – where is government policy taking us now?’ Youth and Policy, 96(Summer), pp. 5-17. MARGO, J. and STEVENS,

A. (2008). Make Me a Criminal: Preventing youth crime. London: Institute for Public Policy Research (Executive Summary also available).

Available online at: https://www.ippr.org.uk/publicationsandreports/publication.asp?id=587 MERTON, B. (1998). Finding the Missing: Action

Research into Disaffection and the Non-Participation of Young Adults in Education, Training and Employment in Three Areas of England and

Wales. Leicester: National Youth Agency. ORROCK, E. and BURKE, R. H. (2003). Youth Work and Youth Crime: A Base Audit of Youth Work

Interventions that impact on Young People as Perpetrators or as Victims of Crime. Leicester: National Youth Agency. ROOM, G. (ed.) (1995).

Beyond the threshold: the measurement and analysis of social exclusion. Bristol: The Policy Press. ROULSTONE, A. (2011) Disabled people,

in N. Yeates, T. Haux, R. Jawad and M. Kilkey (eds) In Defence of Welfare: The Impacts of the Spending Review. The Social Policy

Association. SHILDRICK, T. (2008). ‘Young People and Illicit Drug Use: differential experiences and policy failures.’ Youth and Policy,

100(Summer/Autumn), pp. 177-185. SHILDRICK, T. and MACDONALD, R. (2008). ‘Understanding youth exclusion: critical moments, social networks

and social capital.’ Youth and Policy, 99(Spring), pp. 43-54. SOCIAL EXCLUSION UNIT (1999). Bridging The Gap: New Opportunities for 16- 18

year olds Not In Education, Employment or Training. Cm 4405. London: The Stationery Office. Available online at:

https://www.cabinetoffice.gov.uk/media/cabinetoffice/social_exclusion_task_force /assets/publications_1997_to_2006/bridging_gap.pdf

SQUIRES, P. (2006). ‘New labour and the politics of antisocial behaviour.’ Critical Social Policy, 26(1), pp. 144-168. ST MUNGO’S (2011)

Enough Room: Is society big enough for homeless people? London: St Mungo’s WILLIAMS, F. (1998). ‘Agency and Structure Revisited:

Rethinking Poverty and Social Exclusion.’ IN BARRY, M. and HALLETT, C. (eds.) Social Exclusion and Social Work: Issues of Theory, Policy

and Practice. Lyme Regis: Russell House Publishing, pp. 13-25. WILLIAMSON, H. (1997). ‘Status Zer0 Youth and the “underclass”; some

considerations.’ IN MACDONALD R. (ed.) Youth, the ‘Underclass’ and Social Exclusion. London: Routledge, pp. 70-82. WILLIAMSON, H. (2006).

Spending Wisely: Youth Work and the Changing Policy Environment for Young People. Leicester: National Youth Agency. WINTOUR, P. (2006)

‘Blair brings social exclusion into cabinet.’ Guardian 24th Feb. Available online at:

https://www.guardian.co.uk/society/2006/feb/24/socialexclusion.politics. YOUNG, K. (2005). People with potential, not people with

problems: an evaluation of voluntary sector projects working with disengaged young people. Leicester: National Youth Agency. YOUNG, K.

(2006). The Art of Youth Work. 2nd Edition. Lyme Regis: RussellHouse Publishingless

PREVIOUS WRITER MADE MISTAKES AND I GOT A FAIL FOR THAT ASSIGMENT. SEE BELOW FOR THE FEEDBACK FROM TUTOR:

COMMENTS from lecturer
You have obviously put a lot of effort into this and have drawn on an impressive reading list. The essay adopted a decisive and direct

style in some regards, containing many assertions that, although referenced, were not supported by adequate evidence and concrete

examples. Too often, assertions were made without explaining the concepts and ideas within them. The language was often generalised and,

therefore, tended to vagueness. It was difficult at some points to ascertain what you were actually trying to say. Some of the assertions

were so sweeping that it undermined your case completely. The idea that all women in London who go out to work have forgotten how to be a

parent is ludicrous in the extreme. The contention that the entire African (or non-white) population of London are suffering from severe

illness, particularly mental illness, is to overstate the case to the extent that it obscures the true scale of the real problem. Please

ensure that you use examples to support your case and that you do not exaggerate the points you are making, particularly when the reality

is bad enough.
See below for weak areas of the essay.

PRESENTATION Structure, clarity, balance, use of English, referencing = weak
Use and understanding of appropriate concepts/theory = weak
Discussion of concepts and ideas = weak
Use of evidence and examples = weak
Critical analysis and discussion = weak

Category: Essay

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