Regulating Transitions from School to Work

Dahmen, Stephan

doi:10.14361/9783839457061

Cited by 3 publications

(1 citation statement)

References 82 publications

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“…For examples of analyses of how Thévenot's approach has been used to elucidate tensions between different forms of engagements in education, see for example Carlsen, 2021 andDahmen, 2021. to the ways in which they are supported by a particular arrangement of an environment, specific devices and institutional formats (2014, p.248). These four ways are i) a regime of familiarity, ii) justification, iii) of planned action, and iv) of exploration (ibid.).…”

Section: Doubt and The Critique Of Action In Thévenot's Pragmatist So...mentioning

confidence: 99%

The Benefit of the Doubt: Rethinking critique in/of scientific knowledge

Larsen Ryberg

2023

STSENC

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The relation between critique and scientific knowledge has become a perilous conundrum. The precarity of this relation is conspicuous in recent ‘post-truth’ dynamics but also in the field of Science and Technology Studies, where established critical approaches to scientific knowledge have been subjected to devastating (self-)criticism. This article explores an aspect of critique often left unnoticed, namely that of doubt, asking whether it might provide a pathway for rethinking scientific reasoning and critical thinking. Drawing on ethnographic studies of a university-wide initiative to promote the integration of research and teaching, the article considers how students and researchers tackle doubt in teaching that involves scientific inquiry and research. Contemplating what has been termed the positivity of doubt in American pragmatism, and its recent developments in French pragmatism, the paper considers the implications of the role of doubt in scientific inquiry for how we might approach the cultivation of critique in and of scientific knowledge today.

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Section: Doubt and The Critique Of Action In Thévenot's Pragmatist So...mentioning

confidence: 99%

The Benefit of the Doubt: Rethinking critique in/of scientific knowledge

Larsen Ryberg

2023

STSENC

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Education and Conventions

Imdorf

Leemann

2023

Handbook of Economics and Sociology of Conventions

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Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?

Dahmen

2021

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In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (<em>Potenzialanalysen</em>) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called <em>Potenzialanalysen</em>. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.

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Regulating Transitions from School to Work

Cited by 3 publications

References 82 publications

The Benefit of the Doubt: Rethinking critique in/of scientific knowledge

The Benefit of the Doubt: Rethinking critique in/of scientific knowledge

Education and Conventions

Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?

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