Abstract
This paper is focused around the concept of social exclusion and its underlying factors. Social exclusion—just as its opposite, social inclusion—is seen as a relationship between an individual’s life course and society. In modern society, this relationship becomes ever more complex, increasing the probability of social exclusion. This complexity will be discussed from the viewpoint of socialization of young people. Education, employment, and citizenship are regarded as fundamental determinants of social exclusion. This paper constructs a novel theoretical understanding of the phenomenon of social exclusion and its pedagogical counterforces within the framework of social sustainability through philosophical conceptual analysis. The problem field is based on the example of Finland, where social exclusion of young people has become an important issue in political debate, despite the population’s extensive social rights. In conclusion, the importance of holistic-systemic modeling is highlighted as a foundation for an integrated and coordinated system of political and educational interventions. Pedagogical counterforces against social exclusion are discussed particularly in the light of the concept of social sustainability.
Highlights
Social exclusion has been increasingly identified as a significant economic issue especially in Europe [1], globally from the perspective of health [2], and is reflected strongly in the United Nations’ AGENDA 2030 [3,4]
We argue that more effort should be targeted at developing pedagogical strategies from the viewpoint of democratic citizenship and civic abilities in the holistic framework of social sustainability
The example of Finland shows that despite tremendous investments—both politically and educationally—the phenomenon of the social exclusion of young people stubbornly remains a constant problem of modern society
Summary
Social exclusion has been increasingly identified as a significant economic issue especially in Europe [1], globally from the perspective of health [2], and is reflected strongly in the United Nations’ AGENDA 2030 [3,4]. Rather than the economic perspective, this article discusses the mechanisms of social exclusion of young people in today’s societies, shaped by diverse processes of social change in terms of conceptual analysis and philosophical reflection and reasoning. The aim is to understand, rather than to predict, the phenomenon of young people’s social exclusion through identification and critical analysis of the mechanisms of social exclusion and the pedagogical counterforces in the light of the concept of social sustainability. With eyes set at understanding, the analysis provided in this paper offers a novel insight into the multifaceted phenomenon of social exclusion as a pedagogical and political problem. We believe that this novel contribution paves the way to a new standpoint to and endows meaningful and effective information for political and societal decision-making concerning social exclusion
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