ABSTRACT
The term social inclusion is a relatively new one first used in French government policy in 1974. Along with social exclusion, it has come increasingly to dominate the policy agenda of many Western governments, and especially those in Europe. In Britain, social inclusion became a cornerstone of social policy following the election of the Labour Government in May 1997, with particular attention being focused upon those considered vulnerable to social exclusion, namely, young people (particularly, 13-to 19-year-olds); the elderly; those on low incomes and those living in areas of high deprivation; ethnic minorities; people with disabilities; the long-term unemployed; the homeless; and prisoners. The achievement of greater social inclusion of these groups has come to be seen as achievable only through ‘joined up government’, that is, through cross-departmental strategies leading to ‘the construction of a comprehensive policy response to a complex and multidimensional problem’ (Houlihan and White 2002: 84). Among a plethora of initiatives designed to achieve social welfare policy goals in Britain have been policies predicated on the assumption that the provision of educational and cultural activities (including the arts and sport and physical activities) can facilitate social inclusion by reducing crime and drug use; promoting educational attainment and community integration; breaking down racial barriers; and increasing the acceptance of minority groups such as people with disabilities in the wider society (Coalter 2001, 2005, 2006; Coalter et al. 2000; Department for Culture, Media and Sport (DCMS) 1999; Long et al. 2002; Sport England 2006).
