This project examines the life stories of five Danes in the ages from 19-30, who are on social secu- rity. We want to know their stories and understand why they receive social security today. All of our informants have had different experiences with school, especially in regards to the teachers. Many of them did not find themselves acknowledged or recognised within the years in the munici- pal primary and lower secondary school. What is also relevant for these people is their perception upon the comprehension of the term education. We live in a society where the government wants a high number of the youth to have an upper secondary education, which also leads to a higher educa- tion being seen as more prestigious. In the Danish society we tend to show a bigger desire towards the academic educations, in spite of the possibility the said education may not be what one needs or wants. Some simply take an education just to take it, and do not connect any meaning to it. This project takes a Critical Theoretical approach. We make use of Thomas Ziehe and his theory con- cerning the youth and the development of their identity in modern society, and of Axel Honneth’s theory concerning recognition as well as John Dewey’s theory on experience and education. Using these theories, we want to understand our informants self-image, and situation. Furthermore we want to investigate how they create their own independent identity and the appertaining norms in modern society, as well as how they struggle for recognition. This project concludes that a conse- quence of lack in recognition by society can lead our informants to have a negative self image, and a sense of otherness. The informants are being stigmatised and are at the same time contributing to the reproduction of the stigma by stating that they are different from the other receivers of social services.
|Uddannelser||Pædagogik og Uddannelsesstudier, (Bachelor/kandidatuddannelse) Bachelor|
|Udgivelsesdato||29 jun. 2017|