Feminism Feudalism anarchism Freedom of Information Functionalism Gender
Global Capitalism Globalisation Great Thinkers Habituation of the Nation Hellinistic Philosophy Historical Materialism
Human Freedom Human Rights Humanity Immorality Independent Thinking Industrial Revolution
Pedagogy of Revolution

Flow of Ideas: articles - Kids in the Land of No Dreams

A Capital Friendly Culture for Further EducationA Capital Friendly Culture for Further Education
Academy ChainsAcademy Chains
After the Hillcole GroupAfter the Hillcole Group
Against What We Are WorthAgainst What We Are Worth
Ambassadors of Capital in SchoolsAmbassadors of Capital in Schools
An Educational Mansion House for BusinessAn Educational Mansion House for Business
Apprenticeship and the Use-value Aspect of Labour PowerApprenticeship and the Use-value Aspect of Labour Power
Artistic OutlookArtistic Outlook
Ayers Rocked In His Own UniverseAyers Rocked In His Own Universe
B GenerationB Generation
Bourdieu on CapitalBourdieu on Capital
Bourdieu on Cultural CapitalBourdieu on Cultural Capital
Bourdieu on Social CapitalBourdieu on Social Capital
Brown PFI MonsterBrown PFI Monster
Business Sponsorship of SchoolsBusiness Sponsorship of Schools
Business Takeover of Further EducationBusiness Takeover of Further Education
Cambridge University OccupationCambridge University Occupation
Caught in the Storm of CapitalCaught in the Storm of Capital
Co-payment in Hospitals and SchoolsCo-payment in Hospitals and Schools
Cold Hands and Quarter MoonCold Hands and Quarter Moon
Communitarianism for SchoolsCommunitarianism for Schools
Compulsory Consumption and Uni-NannyCompulsory Consumption and Uni-Nanny
Conforming Schools Conforming KidsConforming Schools Conforming Kids
Copy/South DossierCopy/South Dossier
Creating MonstersCreating Monsters
Creeping Privatisation in Higher EducationCreeping Privatisation in Higher Education
Critical MassCritical Mass
Critical Pedagogy and CapitalismCritical Pedagogy and Capitalism
Critical Space in EducationCritical Space in Education
Delivering E-LearningDelivering E-Learning
Digital Rights ManagementDigital Rights Management
DistillationDistillation
Dorothy L. SayersDorothy L. Sayers
Douglas Kennedy: best-selling novelistDouglas Kennedy: best-selling novelist
E-learning for Free at the BBCE-learning for Free at the BBC
Edison Schools in the UKEdison Schools in the UK
Education and Inspections Bill (2006)Education and Inspections Bill (2006)
Education As Culture MachineEducation As Culture Machine
Education FireworksEducation Fireworks
Education for DebtEducation for Debt
Education IncorporatedEducation Incorporated
Education Markets and Missing ProductsEducation Markets and Missing Products
Education RepetitionEducation Repetition
Education the HSBC WayEducation the HSBC Way
Education White PaperEducation White Paper
Education, Globalisation and the Learning SocietyEducation, Globalisation and the Learning Society
Employers and School LeaversEmployers and School Leavers
Evaluating Different Teaching MethodsEvaluating Different Teaching Methods
Everything Louder Than Everything ElseEverything Louder Than Everything Else
Finance and FearFinance and Fear
Five Endings of DesiresFive Endings of Desires
Foibles, Frolics and PhantasmsFoibles, Frolics and Phantasms
FreedomFreedom
FreewillFreewill
French New Wave CinemaFrench New Wave Cinema
Full Report Ruth Rikowski[a]s Book Launch for Globalisation, Information and LibrariesFull Report Ruth Rikowski's Book Launch for Globalisation, Information and Libraries
Gender and Spokesperson in Group Work IssuesGender and Spokesperson in Group Work Issues
Global TradingGlobal Trading
Globalisation and Education RevisitedGlobalisation and Education Revisited
Habituation of the NationHabituation of the Nation
Higher Education and Confused Employer SyndromeHigher Education and Confused Employer Syndrome
Hitchcock: classic auteurHitchcock: classic auteur
Human capital, the knowledge economy and businessHuman capital, the knowledge economy and business
In Retro GlideIn Retro Glide
In the Dentist[a]s ChairIn the Dentist's Chair
Kids in the Land of No DreamsKids in the Land of No Dreams
KM CritiqueKM Critique
Lazy Brit KidsLazy Brit Kids
Learning in the Earthworks of CapitalLearning in the Earthworks of Capital
Learning InvestmentsLearning Investments
Learning to the MaxLearning to the Max
Librarianship and Human RightsLibrarianship and Human Rights
Lifelong Learning and the Political Economy of ContainmentLifelong Learning and the Political Economy of Containment
LSBU StrategyLSBU Strategy
Marketisation of the Schools System in EnglandMarketisation of the Schools System in England
Marx and Education RevisitedMarx and Education Revisited
Marx and the Future of the HumanMarx and the Future of the Human
Marxism and Education RevisitedMarxism and Education Revisited
Marxist Educational Theory UnpluggedMarxist Educational Theory Unplugged
Maturity and FreedomMaturity and Freedom
McDonaldization and EducationMcDonaldization and Education
Michael JacksonMichael Jackson
Michele RobertsMichele Roberts
Miss Allison and Novel WritingMiss Allison and Novel Writing
Moneythought in Higher EducationMoneythought in Higher Education
Mrs Thatcher and Holes in the Kitchen FloorMrs Thatcher and Holes in the Kitchen Floor
Multiculturalism and Faith SchoolsMulticulturalism and Faith Schools
My Tony BlairMy Tony Blair
New Ideas in Ruth Rikowski[a]s Book - Part 1New Ideas in Ruth Rikowski's Book - Part 1
New Ideas in Ruth Rikowski[a]s Book - Part 2New Ideas in Ruth Rikowski's Book - Part 2
New Labour Policy for SchoolsNew Labour Policy for Schools
Nietzsche[a]s SchoolNietzsche's School
Nihilism and Educational ValuesNihilism and Educational Values
No Learner Left UnhassledNo Learner Left Unhassled
Notes on the Confessions of John DenhamNotes on the Confessions of John Denham
On Education for Its Own SakeOn Education for Its Own Sake
On Education StudiesOn Education Studies
On the Capitalisation of Schools in EnglandOn the Capitalisation of Schools in England
On Transhumanism and EducationOn Transhumanism and Education
Open AccessOpen Access
Outsourcing Public ServicesOutsourcing Public Services
Peter Wilby on School PrivatisationPeter Wilby on School Privatisation
Planet of the CapitorgPlanet of the Capitorg
PlatoPlato
Playgound Risks and Handcuffed KidsPlaygound Risks and Handcuffed Kids
Poems by Gregory RikowskiPoems by Gregory Rikowski
Poems by Victor RikowskiPoems by Victor Rikowski
Post-Fordism and SchoolsPost-Fordism and Schools
Post-Fordism in Primary SchoolsPost-Fordism in Primary Schools
Postmodern Dereliction in the Face of Neoliberal Education PolicyPostmodern Dereliction in the Face of Neoliberal Education Policy
PowerPointlessness in Higher EducationPowerPointlessness in Higher Education
Private Schools as CharitiesPrivate Schools as Charities
Privatisation of Schools in EnglandPrivatisation of Schools in England
Privatisation of Student DebtPrivatisation of Student Debt
Races in the Imperial WarRaces in the Imperial War
Readings for Teaching CourseReadings for Teaching Course
Recruitment and Labour PowerRecruitment and Labour Power
Revealed Recruitment Criteria through the Use-value Aspect of Labour-powerRevealed Recruitment Criteria through the Use-value Aspect of Labour-power
Robotic EthicsRobotic Ethics
Ruth Rikowski Updates (Archives)Ruth Rikowski Updates (Archives)
Ruth Rikowski Updates (Archives)Ruth Rikowski Updates (Archives)
School Fees and the 1944 Education ActSchool Fees and the 1944 Education Act
Schools: Building for BusinessSchools: Building for Business
Science Fiction Films and HorrorScience Fiction Films and Horror
Second Time as FarceSecond Time as Farce
Snowballs and Risk in SchoolsSnowballs and Risk in Schools
Social Contract Theory and Political ObligationsSocial Contract Theory and Political Obligations
Socialism is not DeadSocialism is not Dead
Speed of Life - Part OneSpeed of Life - Part One
Speed of Life - Part TwoSpeed of Life - Part Two
Stroppy Individuals and Oppositional Cultures in SchoolsStroppy Individuals and Oppositional Cultures in Schools
Sustainability Policy at London South Bank UniversitySustainability Policy at London South Bank University
Ten Points on Marx, Class and EducationTen Points on Marx, Class and Education
The Business of Becoming a Business for AcademiesThe Business of Becoming a Business for Academies
The Capitalisation of Schools - Federations and AcademiesThe Capitalisation of Schools - Federations and Academies
The CBI and the Business Takeover of SchoolsThe CBI and the Business Takeover of Schools
The Commodification of EducationThe Commodification of Education
The Education White Paper and the Marketisation of SchoolsThe Education White Paper and the Marketisation of Schools
The Evolution of Federations of SchoolsThe Evolution of Federations of Schools
The Last Parents EveningThe Last Parents Evening
The New Japanisation of SchoolsThe New Japanisation of Schools
The Profit Virus - The Business Takeover of SchoolsThe Profit Virus - The Business Takeover of Schools
The Standards Language-game for Schools in EnglandThe Standards Language-game for Schools in England
The Which Blair ProjectThe Which Blair Project
Three Types of Apprenticeship - Three Forms of MasteryThree Types of Apprenticeship - Three Forms of Mastery
Tony and Caroline BennTony and Caroline Benn
Tony Benn: Letters to GrandchildrenTony Benn: Letters to Grandchildren
TransportTransport
Turney[a]s and PPUTurney's and PPU
Uninspiring TowersUninspiring Towers
Universe of Capital and My SpaceUniverse of Capital and My Space
Universities in a Neoliberal WorldUniversities in a Neoliberal World
Utopia and EducationUtopia and Education
What Can Nietzsche Teach YaWhat Can Nietzsche Teach Ya
When Bullies Roam the SchoolWhen Bullies Roam the School
When the Bowers BreakWhen the Bowers Break
Why Employers Can[a]t Ever Get What They WantWhy Employers Can't Ever Get What They Want
Will Hutton and His E-FossWill Hutton and His E-Foss
Wolf on Marx Without SparksWolf on Marx Without Sparks
Women in World WarsWomen in World Wars






Chandos Book Publishing
Kids in the Land of No Dreams


Glenn Rikowski, London, 7th October 2005


In The Observer last week (2 October, p.12) there was an article by Amelia Hill on ‘Five-year-olds to be given careers advice’. Hill noted that:

“Primary school children should receive careers advice and be encouraged to question their dreams of becoming pop stars and fairy princesses, according to an influential cross-party group of MPs.”

This recommendation along with many others (on adult training and apprenticeships, for example) will feature in a forthcoming report of the Associate Parliamentary Skills Group and the National Skills Forum, notes Hill.

Thus, this dream-killer proposal is the responsibility of a cross-party group of MPs. The grimness of the proposal can be laid at the door of all the main political parties. Mr. Gradgrind in Dickens’ Hard Times would have been particularly pleased with this plan to curtail the imaginations of young minds. ‘Facts, facts, facts’ are all that is required in the Gradgrindian educational prospectus.


Bad Fairies

Barry Sherman, a Labour Party representative argued that:

“For too many children, a future as a fairy princess or pop star is the only dream they have, and it doesn’t occur to them to aspire to go to university, be a doctor or a scientist” (Hill, 2005).

However, when I carried out research in two further education colleges in Birmingham in 1996 (see Rikowski, 1996) I discovered that nearly a half of the sample (47.8%) wanted to go into higher education (HE) [1]. Many in the sample were Level 1 and Level 2 students; only 119 were relatively high-flying A-level or AS students (i.e. those doing qualifications geared up for HE entry). Thus, later on, as they approach the real world of capitalist work, they forsake ideas about pixies and glitter and embrace the need to prepare themselves for capitalist work – either through doing vocational courses or through trying to better their jobs prospects through HE entry. Furthermore, even if those in their early years believe in Fairyland, by their secondary school years many get involved in the sharp and poor end of capitalist work through child labour (see Rikowski and Neary, 1997). Later still, when in college or university, students encounter capitalist work as they study, often to keep debt levels low and in some cases to aid their survival on their course of study (see Rikowski, 2000).

Yet Sherman seems to want primary school kids to be concerned, worried, and even fearful perhaps about their future as capitalist workers. Whilst some critics might argue that the views of Sherman and his ilk imply the ‘destruction of childhood’, its ‘innocence’ and dream-like and fantasy states, this partly misses the point. Sociologists of family life put these myths into perspective. The key point is that Sherman is conniving in the capitalisation of these young souls: the attempt to turn the young, emerging self towards the road of self-shaping for future work roles; for a life as a worker for capital. He advocates social engineering for the capitalist agenda on a massive scale and he invokes propaganda to this end. Or kidoganda, perhaps: the concentrated and subtle (or even brutal) imposition of the values of capitalist work onto young people in an attempt to shape their consciousnesses in favour of working enthusiastically for capital and making positive and early career choices.

Sherman notes that it would have to be done in a ‘delicate way’, all the more to be effective perhaps. No doubt cartoons, funny furry toys and characters along the lines of Ronald McDonald could be trailed in, with TV programmes and videos to back up the message.


Capitalist Work Mentors for the Labourers of the Future

Simon Hughes (a Liberal democrat MP, for non-UK readers), says Hill (2005):

“…believes children should be given mentors before they leave primary school to start talking to them about career options. ‘They would be able to enthuse the child, then continue mentoring throughout secondary school with a view specifically towards careers advice’, he said” (Hill, 2005).

Thus, an army of subtle persuaders should be employed to jolt primary kids out of their silly dreams and impart ideas about where they should be putting their thoughts about working lives. This surveillance will continue into secondary school, thus keeping the kids’ imaginations ‘on message’. Of course, Sherman and Hughes might want to hold up the professions of doctor and scientist to the kids, but this feeds the dreams and fantasies that all can be doctors or scientists. It evades and elides the inequalities in the capitalist labour market. Enthusing the kids about working in a call centre or cleaning in a hotel might be a greater challenge.

Many years ago, Simon Frith (1980) wrote critically about how employers were arguing that teachers and schools were not making sure that students ‘esteemed’ industry and commerce, as they (employers) thought they should be doing. Employers in the 1970s, noted Frith, were concerned about the ‘ignorance of industry’ amongst the youth. The blame was placed on teachers and schools, but it was secondary schools that got the brunt of this criticism. Now the apparent need is to catch ‘em young and ever earlier in making sure the right messages about capitalist work are rammed home into the minds of the young. Perhaps pre-school and nursery careers advice and mentoring will be next on the list, or pre-natal careers mentoring. Rather than the voices of whales or Mozart being played to babies in the womb, perhaps The Voice of the Careers Mentor will become a favourite CD for mothers- and children-to-be.


His Master’s Voice

In the same report by Hill (2005), Chris Davies, Chair of the National Primary School Head Teachers’ Association is quoted as saying:

“I would never expect a primary school to have a careers adviser or hold a careers convention and it would be wrong to give young people precise advice on their future careers but there is no reason why we could not give then an awareness of the reality of the way the world works” (Hill, 2005 – my emphasis).

This is not reassuring. Of course, the problem about giving young people any careers advice does not sit easily with what New Labour and the Department for Education and Skills see as the nature of the labour market in the world of globalising capital. People will need to be flexible and adaptable, change careers/jobs many times, update and renew skills and qualifications in a kind of ‘learning unto death’ (Rikowski, 1999), and to not expect ‘careers’ in a traditional or conventional sense (Green and Rikowski, 1995). The reality of this picture is not the point here. What is obvious is the mixed (and contradictory) messages coming from those pontificating about learning, skills and the labour market in Government circles.

However, I do not simply believe Chris Davies when he argues that kids should be given an awareness of the reality of the way the world works. Surely he cannot believe that they should be instructed in Marxist theory! No other known social theory can adequately articulate this reality. This is what would need to be done, and I would be all for it. It would pose pedagogical problems, no doubt. But it could be done. Perhaps Marxist mentors might be a solution.


Their Dreams, Not Ours

As Simon Frith (1980) pointed out a quarter of a century ago, employers do not actually want young people to know about the reality of capitalist work per se. They want them to accept a view of it that is wholly positive and in their favour. They want the kids to love capitalist work, and if love won’t come easy then to fear it. The last thing they would want would be Marxian critiques of capitalist work which uncovers its nature: exploitation, surplus value production, inequalities and oppression – with the realm of freedom denied in the shadow of money.

Sherman, Hughes and their co-conspirators seem to want the kids to dream only those dreams consonant with capitalist work. If this is so, then surely they are the real dreamers and fantasists.


Notes

[1] Altogether, 542 students were surveyed. The sample included many who were on part-time day (21%) or Part-time Day/Evening (9.4%) or Evening Class Only (3.5%) study.


References

Frith, S. (1980) Education, Training and the Labour Process, in: M. Cole & B. Skelton (Eds.) Blind Alley: Youth in a Crisis of Capital, Ormskirk: G. W. & A. Hesketh.

Green, A & Rikowski, G. (1995) Post-Compulsory Education and Training for the 21st Century, Forum for Promoting Comprehensive Education, Vol.37 No.3, pp.68-70.

Hill, A. (2005) Five-year-olds to be given careers advice, The Observer, 2nd October, p.12.

Rikowski, G. (1996) Higher Education Aspirations: A Study of Two Colleges in Birmingham – Aims, Sample Characteristics and First Findings, December, Birmingham: Birmingham Training & Enterprise Council & University of Birmingham.

Rikowski, G. (1999) Nietzsche, Marx and Mastery: The Learning Unto Death, in: P. Ainley & H. Rainbird (Eds.) Apprenticeship: Towards A New Paradigm of Learning, London: Kogan Page.

Rikowski, G. (2000) The Rise of the Student-Worker, in: K. Moti Gokulsing & C. DaCosta (Eds.) A Compact for Higher Education, Aldershot: Ashgate.

Rikowski, G. & Neary, M. (1997) Working Schoolchildren in Britain Today, Capital & Class, No.63, pp.25-35.




Print Friendly - Print Friendly with links
Anti-Imperialist
 © Copyright, Flow of Ideas, Ruth Rikowski and Glenn Rikowski
current date time:
Capital and Class
Website Design and Coding by Digo PC
Site optimisation by Bytec Solutions
Free-thought Global Family Government
Higher Education Human Progress Idealism
Immorality Income Generation Indulgence
Injustice Intellectual Development Knowledge Management

Valid CSS!