Unge uden for uddannelse og arbejde: Hvordan unge uden for uddannelse og arbejde forstår deres situation, når uddannelse er et krav til den enkelte.

Abstract

Dette speciale handler om den forholdvis store gruppe unge i Danmark, der hverken har eller er i gang med en ungdomsuddannelse, og som heller ikke er i arbejde. Specialet har til formål at undersøge, hvordan unge forstår deres situation uden for uddannelse og arbejde, når uddannelse er et krav - både et samfundsmæssigt og institutionelt krav. De unge mennesker der danner grundlaget for dette speciale, er 18 unge mellem 16 og 24 år fra to produktionsskoler i København. På baggrund interviews har vi fået indblik i, hvordan de forstår deres situation, når der i dag i høj grad er fokus på individuelle færdigheder og præstationer, når det omhandler succes i uddannelse og i livet generelt. For at svare på, hvordan de unge forstår deres situation, tager vi udgangspunkt i fire underspørgsmål; Hvordan forstår de unge kravet om uddannelse? Hvordan oplever de unge andres reaktioner på deres situation? Hvordan forholder de sig strategisk til andres reaktioner? og til sidst, hvilken betydning har produktionsskolen for de unge? For at kunne besvare disse spørgsmål, har vi taget udgangspunkt i tre teoretikeres forståelser og begreber. Med udgangspunkt i Ulrich Becks teori og særligt i begrebet institutionel individualisering forstår vi, hvordan de unge forstår deres situation under det gennemgribende krav om uddannelse. Derudover anvendes Erving Goffmans teori vedrørende stigma, for at illustere, hvordan de unge oplever at blive stigmatiseret og hvordan de strategisk forholder sig til denne stigmatisering. Axel Honneths anerkendelsesteori bliver ligeledes inddraget med det formål at vise, hvordan produktionsskolen bidrager positivt til de unges forståelse af sig selv. Vi kan på baggrund af specialet konkludere, at de unge, der medvirker i dette speciale, forstår uddannelse som et nødvendigt onde. De oplever at blive stigmatiseret på baggrund af deres nedvurderede egenskaber, som uuddannet produktionsskoleelev. De unge formår på baggrund af deres tid på produktionsskolen at fortælle en positiv fortælling om dem selv.

This thesis centers around the substantial number of young people who have not completed a youth education and are unemployed. We aim to analyze how young people, who are a part of a preparatory education, understand their own position in a social context where education is a requirement. We will strive to capture how these young people experience the increased societal focus on the individual skill set in terms of education. In order to answer our research question we take an offset in four questions. We wish to get insight into the young people's understanding of their situation in relation to; Firstly how they experience the requirements regarding education. Secondly how they experience other people's reactions to their situation. Thirdly how they strategically relate to these reactions. Finally what importance preparatory education has for the young people. The empirical data consists of 18 individual qualitative interviews with young people between the age of 16 and 24, from two preparatory educations in Copenhagen, Denmark. The thesis is inspired by a philosophical and critical hermeneutical approach. This allows us to view the young people as subjects that are created in a relational relationship between the individual and society, with an offset in the their own perspectives. We utilize the concept of the institutional individualization by Ulrich Beck to illustrate how young people understand their own situation when education is a requirement. Additionally we apply the theory of Erving Goffman concerning Stigma to illustrate how young people experience being stigmatized and how they strategically relate to this stigmatization. Furthermore we utilize Axel Honneth’s recognition theory to illustrate the particular importance of preparatory education. The thesis concludes that the young people are put in a vulnerable position by experiencing education as challenging, however at the same time as inevitable. Where as the majority of the research within the field highlights that the young people who are not partaking in an education nor are employed view themselves as the cause of their situation. Nonetheless, we have found that the participants in our empirical study have been able to create a positive story about themselves and are therefore less likely to view their situation as self inflicted.

A master thesis from Aalborg University

Unge uden for uddannelse og arbejde: Hvordan unge uden for uddannelse og arbejde forstår deres situation, når uddannelse er et krav til den enkelte.

[Young and without education or employment: How young people understand their own position in a social context where education is a requirement.]