Failure to Justify? The absence of a ‘natural situation’ with benefit sanction decisions Alasdair B R Stewart.

Slides:



Advertisements
Similar presentations
What children think about having a thyroid disorder: a small scale study By Shannon Davidson Age 10.
Advertisements

Geography inquiry Michelle Stroosnijder Liselotte Tervooren
T ell Me About Yourself! 中文四 Cheryl 鄭雅双.
Introducing CLT While Avoiding Classroom Culture Shock Marla Yoshida.
Introducing CLT While Avoiding Classroom Culture Shock Marla Yoshida ACP TEFL Program UCI Extension International Programs.
Bioethics 101 Lesson two.
Encyclopedias often don’t have any entry for the word "integrity." Try your hand at writing one. Click the.
“IF YOU THINK YOU CAN OR YOU THINK YOU CAN’T, YOU’RE RIGHT!”
(A)*The Psychological Parent (B)*The Psychological Adult
Parts taken from Human Behavior 2ed Chapter 22 Effort and Ethics.
Young Lives Leeds NEET Research 2 A report reflecting the views, issues and aspirations of young people not in Education, Employment or Training (NEET).
GENET - European NGO Network on Genetic Engineering: 44 members in 24 countries Mission: to provide information on gene technologies and related topics.
"If you fail to plan, you plan to fail".
Mrs. May LRW January 19, 2016 Take out your yellow sheet and MLK/MX packet. Argumentative Speech.
REMOVING FREEDOM – PUNISHMENT 1 The state often takes an individual’s freedom away as a form of punishment. The question that arises here is this: “What.
Arthur’s Criticism of Singer Entitlements and “Realistic Morality”
Housing Young Parents Linzi Ladlow University of Leeds.
First Wave Findings: Jobseekers in Scotland. Background View shared by successive governments of need to tackle ‘welfare dependency’. Increased requirements.
AN INTRODUCTION Ethics + Ethical Reasoning & Social Justice.
Objection Handling. Agenda Seven Steps to handle objections 10 Common objections Questions.
Punishing Jobseekers? UK Jobseekers’ lived experiences of support and sanctions Work, employment and Society, University of Leeds, 8th September 2016 Professor.
Healthy Relationships 101
Ethics and the Conduct of Business
Lesson 18 – Problem Solving: Skill 2 – State the Problem.
Negotiation Skills Presented by J.W. Owens A Perspective 101 Series
Wishes . I wish (if only) + Past tense
Are Employers Discriminating by Default?
Ethics and Values for Professionals Chapter 2: Ethical Relativism
Employability Skills.
NEW WELSH BACCALAUREATE AND RE
International Business Negotiation
Giving Constructive Feedback
Socrates What is truth? What is good? What is evil? These are questions I would have asked you if you were one of my students. I was a Greek philosopher.
“You just can’t lose” OPENING BACKGROUND
Symposium on ‘Disciplinary Welfare States’ (Social Policy Association Conference 2016) A (possible) justification for more conditionality and sanctioning?
Damned if you do and Damned if you don’t
Ethical Theories.
Supporting people into work?
Naomi Creutzfeldt, ESRC Research Fellow Centre for Socio-Legal Studies
Lesson 19 – Problem Solving Skill 3: Set a Goal and Gather Information.
LD Debate (yay!).
Women’s Role in the Media
Kohlberg’s Moral Development Stages
What Shapes Action and Produces Results?
Legal Capacity to Contract
Problems with Kohlberg’s method
Kaleidoscopic Justice: justice and victim-survivors of sexual violence
Insights Jon Kolko Professor, Austin Center for Design.
Raising student achievement by promoting a Growth Mindset
APPLYING A SOCIAL RETURN ON INVESTMENT ANALYSIS TO
Complex combinations of these scenarios were also evident
Partnered or Group Projects
Contract Law: Essential Elements 1
How far was welfare provision challenged between 1964 and 1979?
The Rhetorical Triangle
Personalization & Privacy: Flow of Information
Explaining Citations ELA Grade 7.
OPINIONS GIVING ASKING / CLARIFYING AGREE DISAGREE
Dr. Christoph Demmke, Professor of Comparative Public Administration
Handout 5: Feedback and support
Compassion LEARNING TO LOVE WITH ACTION deepspirituality.net.
How far was welfare provision challenged between 1964 and 1979?
Universal Credit New means tested benefit for working age people
Asking for and giving opinions
Do Now What are 3 moral codes that you live by? Who taught you these codes and why do you feel they are important? Example: One code that I live by is:
Theme.
The Top Leadership Challenges
Difficult Conversation
Children’s Rights in Practice
Presentation transcript:

Failure to Justify? The absence of a ‘natural situation’ with benefit sanction decisions Alasdair B R Stewart

The ethicality of benefit sanctions Ethical justification has been crucial to welfare reform - ‘restoring fairness’, ‘skivers and strivers’, ‘making work pay’ Series of reforms with intensification of conditionality and more severe sanctions regime Critical (Wacquant), governmentality, and social citizenship research into the suffering resulting from the reforms - less attention given ethics as central focus Welfare Conditionality research – extensive evidence of suffering, but also majority of participants agreed with general principles of conditionality

Welfare Conditionality project Twin aims - To consider the efficacy and ethics of welfare conditionality Three waves of qualitative interviews with 481 welfare service users who were subject to conditionality. Sampled across nine policy areas from 11 cities in Scotland and England 207 reported having received 1 or more sanctions

On Justification (Boltanski & Thévenot 2006) Concern that critical sociologies reduce questions of morality to power relations and view people as ‘cultural dopes’ Emphasizes instead people’s own critical capacities to make demands of justice Particular situations can become tests through which claims are made in reference to general principles from a plurality of orders Natural situations – where a flow of events proceeds in accordance with general principles of an established order A justifiable order – generalizable principles of common good, common humanity, ability for critique

Being sanctioned – an unnatural situation Rare for participants to agree with decision to sanction, often they were taken by surprise their actions warranted a sanction: Quickness to sanction, often for arbitrarily, with limited scope to challenge decisions: “In my honest opinion, I’ve never been sanctioned for a fair reason.” WSU-BR-PD-005c “I should have had a warning that this was going to happen, but I had no warning. I had no indication I was doing anything wrong.” WSU-ED-BW-021b “I don’t like to use the word punish. But I think sanctions are handed out far too – just like that. Before any real evidence is gained. There’s no kind of hearing or any chance for you to put your case forward.” WSU-ED-SJ-012a

The plurality of orders Criticism of there being a target-driven industrial model: Perceived lack of a civic ethos amongst Work Coaches, often seen as worsening / part of the industrial service model: “I don’t think there should be amounts, as long as they’re obliging by continuing to search. Like my adviser said last time, ‘Yes, you’re doing the right things, you’re looking at courses, [etc…]’ Well, that’s you fulfilling your obligation, isn’t it? So why do they have to put a figure on it? Why do they have to put a number on it?” WSU-IN-AS-005b “They’re [Work Coaches] looking at you like you’ve never worked. They don’t know anything about me, about my background. You walk in there, you’re just a number to them. You’re only a number.” WSU-ED-BW-036a

The plurality of orders Critical of paternalism – majority who were sanctioned felt there was no need for them to change their behavior: Universalism, even if sanctioned people should be able to live: “My behaviour wasn’t wrong anyway. That’s the thing that’s weird about it. My behaviour didn’t need changing because they lost my form. They’re the ones who have got the trouble. No I wouldn’t make me change anything.” WSU-IN-SW-001b “We’re a civilized society, aren’t we? […] We’re meant to look after each other, so yes. I think there should be, yes, a bare minimum, and then sanction the rest […] You should be able to walk into a shop, buy a loaf of bread and a pint of milk. You shouldn’t be having to go to food banks” WSU-GL-SW-007a

A Broken Contract Claimants need to prove they are looking for work, but receive little support in return: The Claimant Commitment - a contract made under pressure: “You're telling people, 'I'm going to sanction you because you haven't done your job search properly, go away'. It's not like […] ‘This is how you're meant to do it. This is what I want you to do. Do you need any help?’ […] sanction people all you like but put support in place.” WSU-GL-AS-012a “Well [I signed it] because basically, it’s like if you don’t sign […] they’re not going to give you any money. There’s only one fish in the shop, and you’ve got to have it, you’re going to pay whatever price there is […] You’ve got to take it, haven’t you?” WSU-BR-AS-014a

Conclusion: Failure to Justify? Little support amongst claimants for paternalism with harsh sanctions instead largely favouring contractualism with universal minimum Despite few shared general principles, differences between the two seen in claimants’ critiques of the legitimacy of sanction decisions Quickness to sanction and inadequate rationale given for them results in system being seen as arbitrary Claimants frequently complained there was limited possibility for critique and that they were treated with a lack of dignity “People on benefits are human beings and should be treated as such and not as lower class citizens or animals who are pushed about and treated as crap.” WSU-GL-AS-006a

Alasdair B R Stewart alasdair.stewart@glasgow.ac.uk constellations.scot @_AbeStewart Welfare Conditionality welfareconditionality.ac.uk @WelCond