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- Author or Editor: Ruth Lupton x
- Social Policy Review x
The European Union referendum result in England focused increasing political attention on ‘left behind’ places sidelined in the ‘post-regeneration’ (Matthews and O’Brien, 2015) era of 2010 onwards. This shift creates space for thinking anew about reviving and reconfiguring regeneration policies to address enduring forms of place-based disadvantage. To this end, this chapter takes a close look at the ‘New’ Labour approach to urban regeneration from 1997 to 2010 and what can be learned from it. It offers a new conceptual analysis of how the New Labour years were characterised by a tension between ‘ameliorative’ and ‘transformative’ policy logics, with valuable ameliorative outcomes around improving neighbourhood conditions eventually reassessed as failure through the lens of transformative objectives around wholesale economic regeneration. The chapter concludes that these tensions and contestations need to be acknowledged and resolved in less binary and divisive ways than in recent policy history within any new round of regeneration policy.
This chapter examines the way in which education policy has attempted to tackle the evil of ‘ignorance’ and promote social mobility, from the perspectives of policy in 1948 and 2008. It points out that the Butler education reforms were among the first raft of legislation which implemented the post-war Beveridge welfare state, and that these reforms were always an uneasy settlement between the public, private and ‘third’ sector of the welfare state. It discusses how developments in 2008 can be seen as part of the ongoing social and political debate in policy and practice about the role of education in promoting equality of opportunity and social mobility: which of course, is not quite the same as tackling ‘ignorance’ per se.
