Beskrivelse
Financial and political changes globally and locally contribute to political interventions focusing on young people’s education and employability. In a Danish context this means that all young people under the age of 30 who apply for social benefit and who have not completed formal secondary education will meet a demand for compulsory education. Social benefit has changed to ‘educational support’ and job searching has changed to ‘educational readiness assessment’. We are witnessing a massive discursive focus on ‘education’ and ‘employability’, and in this also a tendency towards individualizing and making the young people’s social, emotional and scholastic competences the center of attention. Among Anglo-Saxon youth researchers, transitions from school to work have long ago been described as complex, vulnerable and precarious, which is the point of departure for this paper. Using poetic inquiry as method, I will explore young people’s subjectification in processes that increasingly can be described as insecure, complex and precarious. The analyses build on empirical data from a research project on young people (18-30 years of age) on the margins of the educational system. The article argues that poetic inquiry enables analyses in which new perspectives on the group of young people on the margins of the educational system emerge. Moreover, it is argued that in a globalized and precaritized context shifting the focus from processes of transition to processes of subjectification opens new analytical perspectives. The analyses highlight the concept of ‘distance’ as characterizing the processes of subjectification of young people on the margins of the educational system.| Periode | 2016 |
|---|---|
| Begivenhedstitel | Nordic Youth Research Symposuum |
| Begivenhedstype | Konference |
| Konferencenummer | 13 |
| Placering | Trolhättan , SverigeVis på kort |