Socialt udsatte unges overgang fra skole til uddannelse eller arbejde – aktionsforskning, sociale eksperimenter og elevfortællinger

Abstract

Socialt udsatte unges overgang til arbejde eller en kompetencegivende uddannelse har været et samfundsproblem i adskillige år. Formålet med denne artikel er at argumentere for behovet for at udvikle alternativer til de dominerende tilrettelæggelser af uddannelser, der tager sigte på at fremme socialt udsatte unges adgang til en kompetencegivende ungdomsuddannelse
eller et erhvervsarbejde. Artiklen vil diskutere, hvordan aktionsforskning kan bidrage til etablering af eksperimentelle pædagogiske tilrettelæggelser og aktiviteter. Artiklen vil diskutere betydningen af at etablere fremtidsværksteder, praktiske værksteder og events, hvor man søger at aktivere elevernes livserfaringer og gøre disse erfaringer til centrum for læreprocessen. Der argumenteres for betydningen af tilrettelæggelse af alternative sociale eksperimenter i et samarbejde mellem socialt udsatte elever, faglærere og forskere ud fra et demokratiserende sigte og et bæredygtighedsperspektiv. Endelig vil vi i artiklen med baggrund i en elevs livshistoriske fortælling argumentere for betydningen af elevernes læringsparathed og deres bearbejdning af personlige livshistoriske erfaringer som en central faktor i overgangen fra skole og til enten en kompetencegivende uddannelse eller et arbejde.

ENGLISH ABSTRACT

The transition of socially disadvantaged youths from school to education or work: Action research, social experiments, and student perspectives

The transition of socially disadvantaged young people from school to work or fully-qualifying vocational education has constituted a societal problem for several years. The purpose of this article is to argue for the need to develop alternatives to the dominant arrangements of educational learning processes aimed at promoting the access of socially disadvantaged young people to fully-qualifying programmes of further education, or a job. The article will discuss how action research can contribute to establishing experimental learning arrangements and activities. The article will discuss the importance of establishing future creative workshops, practical workshops and events which attempt to activate students’ life experiences and make these experiences the centre of their learning processes. We argue for the importance of organizing alternative social experiments in a cooperative venture involving socially disadvantaged students, subject teachers and researchers, based on ideals of democracy and sustainability. Finally, based on the life story narrative of one of the students, the article will argue for the importance of the learning readiness of students and the way in which they process their autobiographical experiences as central factors in relation to the transition from school to the job market or further vocational education.