1,721,043 research outputs found
På kanten af ungdomslivet
No full textDen rådne banan og udkantsdanmark er betegnelser, der i den offentlige debat ofte knyttes til landdistrikter og yderområder i Danmark. Dette negative billede af områder i afvikling bekræftes langt hen af vejen af det billede som statistikkerne viser om ungdomslivet på landet. Tal peger på, at yderområder er hårdt ramt af ungdomsarbejdsløshed (Bjørnsted & Andersen 2013), at områderne er præget af høj koncentration af unge med arbejderklassebaggrund (Ottosen et a 2010), mens de uddannelsesorienterede og ressourcestærke unge er tilbøjelige til at flytte væk og ind til byerne (Helve 2003). Og ser man samlet på en række velfærdsindikatorer som uddannelse, arbejdsmarked, sundhed, demografi og indkomst, ligger yderområderne også i bunden (Sabiers 2013). Der tegner sig således en stærk polariseringstendens mellem ungdomsliv i byen og på landet, hvor ungdomsliv i by og land etableres i et hierarkisk forhold – med byen som naturligt centrum mens landområder tildeles status som periferi. Denne tendens forstærkes (og understøttes) af almene sociologiske teorisætninger, hvor modernitet entydigt fortælles frem i tilknytning til urbane samfund og modernitet noget som finder sted i bylivet (Farrugia 2013). Parallelt hermed fortælles moderne ungdomsliv (i ungdomssociologien) frem gennem ”…theoretical frameworks based on urban experiences which capture neither the lives of rural young people nor the spatial dimensions of the structures and cultures that make up contemporary youth.” (Farrugia 2013:295). Ungdomsliv bliver således i høj grad noget, der forbindes med byen. Med udgangspunkt i et aktuelt forskningsprojekt om vil vi med denne artikel sætte fokus på ungdomsliv på landet. Vi viser hvordan overgribende urbanitets- og globaliseringsdiskurser sætter sig igennem i de unges fortællinger om ungdomsliv, sted og stedstilknytning, og i høj grad virker rammesættende for hvilke fortællinger de overhovedet har adgang til, når de skal fortælle om det gode ungdomsliv. Samtidig bidrager de unges fortællinger dog også med re-atikulationer af de dominerende storylines (Davies 2001) og i artiklen sætter vi fokus på de sprækker og modfortællinger, der også er til stede i de unges fortællinger – modfortællinger, der sparker tilbage. Vi ønsker med dette perspektiv at forstyrre og udfordre disse dominerende storylines. Teoretisk knytter vi an til teoretiske perspektiver der sætter fokus på sted og stedstilknytning og stedbundne ressourcer. Teoretiske perspektiver, der peger på vigtigheden af en mere ”..spatialised youth sociology that is sensitive to macro-level processes producing different spaces, as well as the local, emplaced ways in which young people are responding to social changest hat shape the contemporary youth period.” (Farrugia 2013:294)
Perspektiver på brydninger i ungdomslivet
No full textI kapitlet indkredser og udfolder vi den forståelse af brydninger, der danner den overordnede tematiske ramme for bogens forskellige kapitler. Med termen ’brydninger’ ønsker vi at rette fokus mod den (mulighed for) friktion og modstand, som de pågældende forandringer og udviklinger måtte afføde blandt unge. Den friktion og modstand kan forstås på to niveauer: Det første niveau finder sted mellem unge og samfundet (det vertikale niveau). Her rettes opmærksomheden mod de måder, som unge gentolker eller omformer de forandrings- og udviklingsprocesser, der gør sig gældende i samfundet. Det andet niveau finder sted mellem sted ’internt’ mellem unge (det horisontale niveau). Her sættes fokus på de forskelligartede, evt. modsatrettede forandrings- og udviklingsprocesser, der gør sig gældende blandt forskellige grupper af unge. De to niveauer er forbundet: De samfundsmæssige forandrings- og udviklingsprocesser kan sætte sig forskelligt igennem og have forskellige implikationer for forskellige grupper af unge, der derfor også handler på og orienterer sig i forhold til dem på varierende, og nogle gange gensidigt konfliktende, måder. Udover den overordnede rammesætning skitserer vi hvordan de enkelte kapitelbidrag i deres begrebsbrug og forskellige foci bidrager til forståelsen af aktuelle nybrud og transformationer, der samfundsmæssigt tegner sig og ikke mindst hvordan unge i forskellige samfundsmæssige positioner agerer på forandringerne og udviklingerne på forskellige måder
Where do we go now? A construction of young students choice after high school
No full textWhen young high school students have to choose what they are going to do after high school, it takes place in a social context that contains some opposing discourses; on the one hand, it is expected from the young students to individualize themselves as part of the late modern society. On the other hand, they must live up to - and act within - a number of educational policy requirements and expectations derived from a competitive perspective.This study, of how the young high school students construct their choices of what they want in the years after high school, are based on the social constructionist paradigm. Through this, it has been possible to examine three groups of young high school student’s choices, as a social construction influenced by social relations and discursive influences.The social constructionist Kenneth Gergen describes how everything we expect, in reality is socially designed. An important point is that the individual's definitions and descriptions are always based on a particular cultural perspective. With social constructionism as a starting point, the thesis examines two significant discursive perspectives in young high school students' construction of the choice. This is exemplified by Anthony Gidden's late modernity theory and Ove Kaj Pedersen's theory of the competitive state. By virtue of the social constructionist starting point, the theories are considered as hegemonic discourses, which frames the young high school students' process of constructing their choice. In the discourse of the competition state, the young people's choices and pathways throughout the educational system are problematized with an argument, that they need to start education soon, they must move faster through the educational system and into the labor market, so they can contribute to the welfare society and our competitiveness. This results in a central focus on performance, comparisons and indices, which is expressed in a number of implemented educational policy actions and reforms. Another discursive perspective that influences the young high school student’s narrative construction of choices is the late modernity discourse, which focuses on the many choices, and opportunities that young high school students may need to navigate within. In addition follows a high level of doubt, risks and individual responsibility, why the young students constructs a number of security strategies that seek to downplay the various choices theyface. A central strategy is to postpone the choice, by taking a break away from the educational system.The young high school students construct the choice with narratives and linguistic negotiations, which incorporate both discursive perspectives, while at the same time displaying awareness of the complexities and nuances of their future orientations, hence illustrating the dualistic discursive field of interest in which they are located
Control and demand in hybrid work: A study of mental health in a Danish company
No full textAfter the Covid pandemic reached Denmark at the beginning of 2020, many employees started working some days from their homes. This places the companies in a new situation with new issues and opportunities, which is the purpose of this thesis to investigate.The thesis has been written in cooperation with a mid-size Danish company with three branches in the greater Copenhagen area. Five semi-structured interviews have been conducted with three employees and two managers. This comprises the thesis’ empirical foundation. In addition, access to the latest employee survey has been provided.The thesis aims to answer the following issue: How can we, based on Karasek & Theorell’s theory (1990), understand the influence of hybrid work on the mental health seen from the perspective of employees in company X? The thesis attempts to answer this from an analytical perspective; primarily based on partly, Karasek & Theorell’s theory on the demands and control model, and, partly based on a subsequent theory by Karasek & Theorell model of the psychosocial work environment. Secondarily, Warr’s theory on the definition of mental health will be used, including his 12 parameters for well-being in a work context. Further, the analysis will draw on perspectives from research made prior to the thesis.The issue will be analyzed from three angles:1. Social contact2. Overall perspectives on working from home (positive and negative experiences)3. The duality in employee influence (trust)It is seen that the employees experience less distractions and calmer surroundings, and thus increased immersion to obtain new skills when working from home. It can also be identified that the daily breaks, which however may disappear when employees work from home, are important and support mental health. Further, the daily breaks may well comprise something social or include something from the employee’s leisure activities.Because all employees making up the empirical foundation for this thesis work more or less in teams it is not an option to quit the community. Quite the contrary, the community should be prioritized since it contributes to upholding a high level of social capital and thereby supports mental health.The last perspective is that there exists a mutual trust among employees and managers which makes the employees dare to experiment. This experimental approach is experienced positively by the employees, and it also benefits the managers.Although the trust is something positive, employees also experience a need for guidance and work/leisure separation. This duality is complex to handle for both the employees and managers and therefore requires attention. It is consequently not beneficial for the employees to have completely unrestricted frameworks and choices.<br/
Learning through feedback on the Bachelor in Social Education: An empirical study of the influence of feedback practices on the students' learning process on the Bachelor in Social Education
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