Vergangene Zukünfte im Medium gegenwärtiger Bildungsbiographien

Kade, Jochen

doi:10.1007/978-3-658-19953-1_2

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…It can be presumed, in any case, that it has become complicated for education to distinguish, in terms of evaluation, between the different representations of reality: teachers are destined to encounter ever-increasing difficulty when deciding what is good and what is bad in their echo chambers (Taekke and Paulsen 2016: 37). A polarisation of the representations of the people being educated can also be expected, so also a tendency to resist attempted educational interventions (Sunstein 2002, on comparable effects in public opinion), possibly fuelled by individuals' continuous efforts to achieve self-assurance and the integration of biography and life course (Kade 2005(Kade , 2011.…”

Section: Life Courses and The Competition Of The Mass Mediamentioning

confidence: 99%

Whose life is it anyway? The life course as an observational medium in the education system

Corsi

2020

European Educational Research Journal

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System theory defines the life course ( Lebenslauf) as the medium of education. It is a medium, because the educator sees it as a potential for intervention, impressing pedagogically acceptable forms onto it. Yet the single individuals who are educated are autonomous observers who are exposed to an immense quantity of possible configurations of their lives. This raises a first question: how can education legitimate intentions and motivate pupils to accept the forms with which they collaborate, but which they have not chosen for themselves? A further question is raised by the fact that the life course does not coincide with the ‘career’ that each individual constructs for himself during his lifetime, when he is oriented towards roles in organisational terms (such as jobs) or that are in any case external to the system of education. This paper proposes the hypothesis that the life course and the career are coupled to each other by means of educational selection (certificates and qualifications). While this increases the potential available to the individual, it also increases uncertainty, the burden of decision-making and related risks. One skill that could be developed during education is the ability to manage this potential for combinations.

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Section: Life Courses and The Competition Of The Mass Mediamentioning

confidence: 99%

Whose life is it anyway? The life course as an observational medium in the education system

Corsi

2020

European Educational Research Journal

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Biografie- und lebenslauftheoretische Grundlagen

Wersig

2022

Kasseler Edition Soziale Arbeit

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Zum Erleben von und dem Umgang mit Zeit: Chrononormative Orientierungen und deren Bearbeitung in adoleszenten Biographien am Übergang Schule-Beruf

Siegert¹,

Lindmeier²

2022

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Obwohl grundsätzlich die Funktion der Adoleszenz als psychosoziales Moratorium weithin anerkannt ist, scheinen zugleich normative Erwartungen omnipräsent, die sich letztlich auf berufliche Qualifikationsziele richten. Aus einer biografischen Studie von Siegert (2021), die den Titel „Lebenswege erzählen“ trägt, lassen sich Zeitbedarfe, Zeitverwendungsmuster und Lebensthemen rekonstruieren, die vor der Verständnisfolie eines linearen Übergangs von der Schule in den Beruf nicht erkennbar sind und auch vom Konzept eines psychosozialen Moratoriums nur unzureichend erfasst werden. Dem Beitrag liegt empirisches Material zugrunde, das illustriert und diskutiert wird. Dabei zeigt sich, dass der Umgang mit der eigenen Gesundheit und Beziehungen zeitintensive Lebens- und Übergangsthemen der Jugendlichen sind, die zeitgleich zum Übergang Schule-Beruf bearbeitet werden.

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Vergangene Zukünfte im Medium gegenwärtiger Bildungsbiographien

Cited by 3 publications

References 16 publications

Whose life is it anyway? The life course as an observational medium in the education system

Whose life is it anyway? The life course as an observational medium in the education system

Biografie- und lebenslauftheoretische Grundlagen

Zum Erleben von und dem Umgang mit Zeit: Chrononormative Orientierungen und deren Bearbeitung in adoleszenten Biographien am Übergang Schule-Beruf

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