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The transition from full-time education to full-time employment is assumed to have become much more precarious, as the transition is not guaranteed, desires can be left unfulfilled and, in some cases, the school leaver can remain in a state of permanent childhood, or permanent liminality, living at home with parents in a state of dependency. The role of character education is to mitigate learner subjectivity as a source of disorder. This chapter examines the emergence of both the therapeutic and enterprising discourses within an educational context and suggests that with the emergence of ‘character education’ it is possible to identify therapisation as a discursive form of power. Character education is based on the assumption that the transmission of working-class parents’ cultural capital, particularly concerning school, is problematic and needs to be countered. Character education has a prescriptive ethical moral content, depriving the learner of their right to their own purposes and limiting their capacity to resist change. Attempting to take away the learners’ reasonable entitlement to decide their purposes, and limiting their capacity to resist change, is surprising, given that the word ‘resilience’ is a central feature in the rhetoric of character education.
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