Social experiments and students narratives as pedagogical praxis when transitioning from school to work : Socially vulnerable youths' perspectives on the transition from school to qualifying education or work
Abstract
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.
Info
Journal Article, 2022
UN SDG Classification
DK Main Research Area
Humanities
