Disaffected Young People as the problem. Mentoring as the solution. Education and Work as the goal

Abstract

Drawing on relevant policy, theory and research, this article explores the implications of applying the definition 'disaffected' to a substantial proportion of young people. It is argued that this taken-for-granted dominant discourse in policy and practice is confused and problematic. The application of mentoring as a common response to 'disaffection' compounds the confusion. Problems may be particularly apparent when mentoring is focused on narrow targets related to education and work. 'Disaffection' and 'mentoring' separately, and especially when combined, warrant more substantial analysis and research than is currently apparent, and initiatives should be evaluated in the light of broader understanding of youth transitions into work.