1,720,988 research outputs found
Integracija kot večsmerni proces: Študija primera inovativnih projektov integracije priseljencev v Sloveniji
Full text linkThis article explores innovative EU-funded migrant integration projects which emerged in Slovenia after the 2008 global economic crisis. It stems from sociological literature that conceptualises integration as a general societal phenomenon that shields against precarity. By conducting qualitative interviews with those running the studied projects and other stakeholders, this article explores the projects’ drivers, tactics, and their impact on established institutions. The findings show that the projects were established by proactive activists who utilised EU funds to professionalise their activities and engage in partnerships to develop needs-based, cross-sectional and networked provision that empowers migrants and benchmarks professional norms and standards for migrant integration. Its specific contribution lies in uncovering a multi-way integration process that moves away from mainstream approaches to integration, which segregate and demand change only from migrants, and also includes public institutions and servants, professionals and host societies as a whole.V članku raziskujemo inovativne projekte integracije priseljencev, ki jih financira EU in so se v Sloveniji razvili po globalni ekonomski krizi leta 2008. Pri tem izhajamo iz sociološke literature, ki konceptualizira integracijo kot širši družbeni fenomen, ki varuje pred prekarnostjo. S pomočjo kvalitativnih intervujev s posamezniki, vpetimi v projekte, in drugimi deležniki raziskujemo vzvode projektov, njihove taktike in vpliv na uveljavljene institucije. Ugotovitve kažejo, da projekte s pomočjo sredstev EU razvijajo proaktivni aktivisti z namenom profesionalizacije teh aktivnosti in oblikovanja partnerstev za razvoj povezanih in medresorskih storitev, ki bi izhajale iz potreb priseljencev in bi bile namenjene njihovemu opolnomočenju, ob tem pa bi vzpostavili profesionalne norme in standarde za integracijo migrantov. Posebni prispevek članka je v razkrivanju večsmernega integracijskega procesa, ki se odmika od prevladujočih integracijskih pristopov, ki segregirajo in zahtevajo spremembe zgolj od migrantov, ter tako vključuje tudi javne institucije in uslužbence, strokovne delavce in družbo gostiteljico kot celoto
Transitional Learning During Life Transitions Associated With the Onset of Mental Illnes
No full textTeorije življenjskih potekov pokažejo, da se lahko življenjski poteki močno razlikujejo, skupno
pa nam je, da se vsi soočamo z določenimi življenjskimi prehodi. Ti življenjski prehodi so lahko
načrtovani ali nenačrtovani, zaželeni ali nezaželeni, vsi pa od nas zahtevajo določeno stopnjo
učenja. Dosedanje raziskave nepričakovanih življenjskih prehodov na področju zdravja so se v
večini osredotočale na telesne bolezni, medtem ko je bil manj raziskan vpliv duševnih bolezni
na posameznikov življenjski potek in s tem povezanih življenjskih prehodov. Pri tem je bila
pomanjkljiva tudi osredotočenost na učenje svojcev znotraj teh prehodov. Namen tega
magistrskega dela je bil predvsem pridobiti vpogled v tranzicijsko učenje, s katerim se
posamezniki soočajo med življenjskim prehodom, ko njihovi bližnji družinski člani zbolijo za
duševno boleznijo. Namen raziskave je bil poleg individualnega vpogleda pridobiti vpogled v
pojav morebitnega kolektivnega tranzicijskega učenja izbrane ciljne skupine. Ob tem so me
zanimale pLife course theories show that life courses can vary greatly, but what we all have in common is
that we all face certain life transitions. These life transitions can be planned or unplanned,
desired or unwanted, and any case they all require a certain level of learning. Until now, research
of unexpected life and health transitions has been focused mostly on physical illnesses, while
the impact of mental illnesses on an individual\u27s life course and related life transitions has been
insufficiently researched. There was also a lack of focus on the learning of relatives within these
transitions. The purpose of this master\u27s thesis was primarily to gain insight into transitional
learning that individuals face during a life transition when their close family members become
mentaly ill. The purpose of the research was to gain insight into the phenomenon of individual
as well as possible collective transitional learning of the selected target group. At the same time,
I was interested in the needs of close family mem
Counselling in the transition from education to the labour market: A case study of the University of Ljubljana Career Centres
No full textMagistrsko delo obravnava karierno svetovanje kot ključen mehanizem podpore študentom pri prehodu iz izobraževanja na trg dela, s posebnim poudarkom na delovanju Kariernih centrov Univerze v Ljubljani. Teoretski okvir izhaja iz konceptov destandardizacije življenjskih prehodov, individualizacije in neoliberalnih preobrazb, ki povečujejo odgovornost posameznika za obvladovanje negotovih razmer na trgu dela. Namen raziskave je bil preučiti, kateri socio–politični pristopi in svetovalne paradigme so prisotni v kariernem svetovanju ter kako se pri tem naslavlja tveganja, povezana s prehodom mladih. Raziskava temelji na kvalitativni analizi polstrukturiranih intervjujev s petimi svetovalci in štirimi študenti, ki so bili deležni kariernega svetovanja na Kariernih centrih Univerze v Ljubljani. Rezultati kažejo, da prevladuje liberalno-diagnostični pristop, ki poudarja individualno odgovornost, prilagodljivost in razvoj mehkih veščin. Strukturna tveganja, kot so prekarnost in družbene neenakosti, ostajajo večinoma nenaslovljena. Svetovalne prakse se redko vključujejo v globlje refleksije ali kolektivne strategije delovanja. Delo izpostavlja potrebo po razvoju svetovalnih pristopov, ki bi bili bolj kritični, vključujoči in občutljivi za družbene razmere.Master’s thesis examines career counselling as a key support mechanism for students transitioning from education to the labour market, with a focus on the functioning of the Career Centres at the University of Ljubljana. The theoretical framework draws on concepts of the de-standardisation of life transitions, individualisation, and the neoliberal transformation of education and employment systems, which increasingly shift the burden of navigating uncertain labour market conditions onto individuals. The aim of the research was to explore which socio-political approaches and counselling paradigms are present in career guidance and how they address risks associated with youth transitions. The study is based on a qualitative analysis of semi-structured interviews with five counsellors and four students who use the services of the University of Ljubljana Career Centres. Findings show that a predominantly liberal and diagnostic approach is applied, emphasising individual responsibility, adaptability, and the development of soft skills. Structural risks such as precarious work and social inequalities are largely overlooked. Counselling practices rarely involve deeper reflection or collective strategies. The thesis highlights the need to develop more critical, inclusive, and socially responsive counselling approaches
The Impact of Transformative Learning on the Changing Habitus of Migrants: The Case of Slovenian Emigrants in Germany
No full textV tej magistrski nalogi raziskujem, s katerimi dezorientacijskimi dilemami se soočajo slovenski
izseljenci v Nemčiji in kako jih razrešujejo ter kakšen vpliv pri tem ima proces učenja.
Sprašujem pa se tudi, kako transformativno učenje omogoča uporabo obstoječega kapitala in
akumulacijo novega kapitala ter kako to učenje vpliva na spremembo habitusa v novem okolju.
Konceptualno naloga temelji na prepletanju sociološke in andragoške teorije, predvsem
Bourdieujeve teorije prakse in Mezirowove teorije transformativnega učenja. Metodološko pa
je naloga zasnovana na podlagi kvalitativnega pristopa, s pomočjo katerega je bilo moč na
podlagi poglobljenih intervjujev raziskovati globlje izkušnje in procese transformativnega
učenja slovenskih izseljencev v Nemčiji. Ugotovitve kažejo, da se tudi Slovenci v Nemčiji
soočajo s pojavom dezorientacije ter da ima pri razreševanju le-tega učenje pomembno vlogo,
a da to učenje ni nujno transformativno. Se je pa transformativno učenje izkazalo za izredno
pomembno pri uporabi obstoječega kapitala in kreiranju strategij za akumulacijo novega.
Pričakovano in v skladu s teorijo pa se je izkazalo, da je transformativno učenje tudi izredno
pomembno v procesu spreminjanja habitusa, ki je bil viden predvsem v odnosu do raznolikosti,
prilagoditvah v vedenju ter ponotranjenju jezikovnih in kulturnih navad.This master thesis explores what disorienting dilemmas Slovenian emigrants in Germany face
and how they resolve them, as well as the impact of the learning process on these dilemmas. I
also investigate how transformative learning enables the use of the existing capital and the
accumulation of new capital, and how this learning affects the changing of habitus in a new
environment. Conceptually, the thesis is based on the intertwinement of sociological and adult
education theories, primarily Bourdieu\u27s theory of practice and Mezirow\u27s theory of
transformative learning. Methodologically, the thesis is based on a qualitative approach, which
enabled an in-depth investigation of the experiences and processes of transformative learning
among Slovenian emigrants in Germany through detailed interviews. The findings indicate that
Slovenians in Germany as well face disorientation, and that learning plays a significant role in
addressing it though this learning is not necessarily transformative. However, transformative
learning has proven to be exceptionally important in the utilization of the existing capital and
the creation of strategies for accumulating new capital. As expected and in line with the theory,
transformative learning has also been shown as crucial in the process of changing of habitus,
particularly in relation to diversity, behavioral adjustments, and internalization of linguistic and
cultural practices
Radical education of adults in social movements
No full textMagistrska naloga se osredotoča na radikalno izobraževanje odraslih znotraj najnovejših družbenih gibanj. Temelji na študiji primera Gibanja za dostojno delo in socialno družbo, ki se s pomočjo radikalnega izobraževanja odraslih bori za delavske pravice in blaženje posledic prekarnega dela in prekarizacije. Znotraj te študije primera sem proučevala pomen kritičnega opismenjevanja o posledicah neoliberalne hegemonije in s tem povezane prekarizacije. Zanimal me je tudi razvoj identitete aktivistov in uporabnikov Gibanja ter mobilizacija prekarnih delavcev, saj je ključna za doseganje sprememb na trgu dela. Ugotovila sem, da je kritično opismenjevanje znotraj Gibanja razumljeno kot del kontrahegemonskega boja proti neoliberalni ideologiji in njenim prekarnim učinkom. Kritično opismenjevanje je zato usmerjeno v ozaveščanje o pasteh prekarnega in atipičnega dela ter o delavskih in socialnih pravicah, izvaja pa se tako navznoter kot navzven. Aktivisti Gibanja se osredotočajo na različne ciljne skupine, kot so prekarni delavci, študenti, dijaki in brezposelni. Dialog omogoča potek kritičnega opismenjevanja, ki na Gibanju poteka prek različnih predavanj, delavnic, bralnih krožkov in pravnih svetovanj. Ugotovitve tudi kažejo, da je radikalno izobraževanje odraslih vplivalo na izoblikovanje individualne in skupinske identitete aktivistov Gibanja ter na grajenje skupinske identitete nekaterih prekarnih skupin delavcev. Radikalno izobraževanje odraslih omogoča tudi opolnomočenje prekarnih delavcev, ki se kaže v ponudbi podpore pri organizaciji specifičnih skupin prekarnih delavcev (npr. študenti arhitekture in trafikanti), proaktivnem pristopu, ki omogoča doseganje ranljivih in atomiziranih delavcev, prek pravnega svetovanja in podpore pri organizaciji protestov. Prav tako ugotovitve kažejo, da je dialoški pristop radikalne paradigme izobraževanja odraslih ključen tudi pri mobilizaciji delavcev, ki pa ne vodi vedno v uspešno reševanje strukturnih problemov.The master\u27s thesis focuses on radical adult education within the latest social movements. It is based on a case study of the Movement for Decent Work and a Welfare Society, which fights for workers\u27 rights with the help of radical adult education and mitigating the consequences of precarious work and precariousness. Within this case study, I studied the importance of critical literacy about the consequences of neoliberal hegemony and related precarization. I was also interested in the development of the identity of activists and users of the Movement and the mobilization of precarious workers, as it is the key to achieving changes in the labor market. I found that critical literacy within the Movement is understood as part of counter-hegemonic struggle against neoliberal ideology and its precarious effects. Critical literacy is therefore aimed at raising awareness of the pitfalls of precarious and atypical work and labor and social rights and is carried out both internally and externally. Activists of the Movement focus on different target groups, namely precarious workers, students, high school students and the unemployed. Dialogue facilitates the course of critical literacy, which takes place at The Movement through various lectures, workshops, reading groups and legal advice. The findings also show that radical adult education influenced the development of the individual and group identity of Movement’s activists and the construction of the group identity of some precarious groups of workers. Radical adult education also enables the empowerment of precarious workers, which is manifested in the offer of support in the organization of specific groups of precarious workers (e.g. architecture students and news-stand vendors), a proactive approach that enables reaching vulnerable and atomized workers, through legal advice and support in the organization of protests. The findings also show that dialogic approach of the radical paradigm of adult education is also crucial in mobilizing workers, but it does not always lead to a successful solution to structural problems
Learning in the migration process: A case study of Bosnian immigrant women in Slovenia
No full textMigracije predstavljajo kritičen življenjski prehod, ki zajema tranzicijsko in transformativno učenje in ravno tovrstno učenje migrantov bo predmet raziskave. Magistrska naloga je usmerjena na proučevanje sodobnih migracij žensk iz Bosne in Hercegovine v Slovenijo ter na njihove modalitete in strategije tranzicijskega in transformativnega učenja, ki se začne z odhodom ter nadaljuje s prihodom in integracijo v novo okolje. Raziskava tudi ugotavljala vlogo jezika pri tranzicijskem in transformativnem učenju bosanskih migrantk ter kako se ob procesu migracij in povezanem učenju spreminja in (pre)oblikuje identiteta migrantov. Ob proučevanju učenja na migracijskem prehodu proučujemo tudi, kakšne kanale in posrednike uporabljajo bosanske migrantke ter kakšna je njihova vloga pri procesu učenja in zagotavljanju pomembnih informacij. Glede na zgodovinski kontekst migracij bosanskih v Slovenijo je pomen vzpostavljenih socialnih omrežji in povezav še vedno precej pomemben pri sodobnih migracijah bosanskih žensk v Slovenijo, vendar kombiniran s spodobnimi spletnimi kanali in družbenimi omrežji.Migration is a critical life transition that includes transitional and transformative learning, and this is exactly the kind of learning of migrants that will be the subject of research. The master\u27s thesis is focused on the study of modern migration of women from BiH to Slovenia, and on their modalities and strategies of transitional and transformative learning, which begins with departure and continues with the arrival and integration into a new environment. The research also examines the role of language in the transitional and transformative learning of Bosnian migrant women, and how the identity of migrants changes and (changes) during the migration process and related learning. In researching the learning in migration trasition, we study what channels and intermediaries Bosnian migrant women use and what their role is in the process of learning and providing important information. Given the historical context of migration from BiH to Slovenia, the importance of established social networks and connections is still quite important in modern migration of BiH women to Slovenia, yet combined with contemporarty internet channels and social networks
Invisible work of “young”unemployed to enhance employability during COVID-19 pandemic
No full textV magistrski nalogi raziskujem nevidno delo brezposelnih “mladih” pri zviševanju zaposljivosti v času pandemije COVID-19. Pri tem izhajam iz literature, ki opisuje premik od zaposlenosti k zaposljivosti, ki pred posameznika postavlja nenehno potrebo po vlaganju v človeški kapital, pri čemer posamezniki lahko opravljajo tudi veliko nevidnega dela. Ob tem pa novejše raziskave ugotavljajo, da je zaradi prekarnih zaposlitev in ciklične brezposelnosti to nevidno delo dolgotrajno in se tudi ne poplača v celoti. Prekarne zaposlitve namreč ne omogočajo varnosti in trajnosti in tako mladim otežujejo vstop v družbeno odraslost ter povzročajo njihovo prekarno staranje. V tem delu torej »mladi« niso definirani na podlagi starostno stratifikacijskih definicij mladosti, ki jih najdemo v aktivnih politikah zaposlovanja, temveč na podlagi družbenih pogojenosti, ki močno redefinirajo tradicionalna življenjska in karierna obdobja in torej tudi kronološko starejšim posameznikom onemogočajo vstop v družbeno odraslost. S pomočjo kvalitativnih intervjujev z brezposelnimi “mladimi” raziskujem proces zviševanja zaposljivosti ter ugotavljam, kakšni so učinki takšnega dela. Ugotovitve raziskave kažejo, da si brezposelni “mladi” s pomočjo izobraževanja in usposabljanja, prostovoljnega dela, mreženja ter identitetnega dela aktivno prizadevajo za zviševanje zaposljivosti. Ob tem ugotavljam, da se v posameznih mehanizmih zviševanja zaposljivosti odražajo tudi mehanizmi nevidnega dela, zaradi katerih je delo razvrednoteno. Posebni prispevek magistrske naloge je v razkrivanju učinkov vlaganja v zviševanje zaposljivosti, ki pokaže, da “mladi” kljub številnim naporom ostajajo ujeti v ciklični prekarizaciji, ki jim ne omogoča dokončnega vstopa v družbeno odraslost. Ob tem pa ugotavljam, da država s svojimi mehanizmi pomoči (aktivne politike zaposlovanja) oblikuje in vzdržuje prekarnost ter vzgaja disciplinirane posameznike za potrebe trga dela.In my master thesis I explore the invisible work of unemployed “young” people to enhance employability in the COVID-19 pandemic, drawing on literature describing the shift from employment to employability, which places a constant need for individuals to invest in human capital. At the same time, more recent research has found that precarious employment and cyclical unemployment do not fully repay the invisible work of young people. Precarious jobs do not offer security and sustainability, thus preventing young people from entering social adulthood. In my master thesis "young people" are not defined on the basis of the age-stratified definitions of youth found in active employment policies, but on the basis of social conditions that strongly redefine the traditional life and career period and therefore also prevent chronologically older individuals from entering social adulthood. Through qualitative interviews with unemployed “young” people, I explore the process of enhancing employability and the effects of such work. The findings show that unemployed “young” people are actively working to enhance their employability through education and training, voluntary work, networking and identity work. I also note that some of the mechanisms to enhance employability also reflect mechanisms of invisible work that devalue work. The specific contribution of the thesis is to reveal the effects of investing in employability, showing that despite many efforts, “young” people remain trapped in a cyclical precarisation that does not allow them to enter social adulthood. At the same time, I note that the State, through its support mechanisms (active labour market policies), creates and maintains precariousness and creates the kind of individuals that society needs
Unequal Mobility Regimes and Radical Adult Education in Neoliberal Times
No full textThis special issue brings together contributions that explore the contemporary relevance of radical adult education foundations and existing and emerging radical adult education spaces and initiatives, which share an aim to critically examine and mobilise against today’s unequal neoliberal migration and mobility regimes. The contributions focus on initiatives that have radical educational components in the broadest sense, are (co-)developed by migrants, refugees, and other migrantised and minoritized people, and which aim at a progressive intervention in the realities under investigation.This special issue brings together contributions that explore the contemporary relevance of radical adult education foundations and existing and emerging radical adult education spaces and initiatives, which share an aim to critically examine and mobilise against today’s unequal neoliberal migration and mobility regimes. The contributions focus on initiatives that have radical educational components in the broadest sense, are (co-)developed by migrants, refugees, and other migrantised and minoritized people, and which aim at a progressive intervention in the realities under investigation
The consequences of integration policy in the case of conditioning migrants\u27 rights on knowledge of the Slovenian language
No full textMožnosti vključevanja migrantov v družbo so odvisne tako od splošnih družbenih okoliščin in politik, usmerjenih v integracijo vseh, kot od specifične migracijske in integracijske politike. Ta na nadnacionalni in nacionalni ravni poudarja predvsem medsebojno povezano vključevanje migrantov na trg dela in znanje jezika. Integracijski ukrepi, usmerjeni v učenje jezika, niso samo pravica, ampak v vse več evropskih državah tudi obveza t. i. državljanov tretjih držav. Predmet v magistrski nalogi predstavljene kvalitativne študije primera je za slovenski prostor specifična jezikovna zahteva, ki se umešča v presek socialne politike, politike trga dela in zaposlovanja ter integracijske politike: državljani tretjih držav morajo v skladu z 8.a členom Zakona o urejanju trga dela v dvanajstih mesecih od prijave v evidenco brezposelnih na Zavodu RS za zaposlovanje opraviti izpit iz slovenščine na vstopni ravni (A1). Zanimajo me predvsem integracijske posledice, ki jih takšen pogoj prinaša v slovenskem kontekstu migracij »manjšinski« skupini govorcev slovenščini zelo oddaljenih jezikov. Na podlagi analize dokumentov ter analiz intervjujev z govorci slovenščini zelo oddaljenih jezikov, učiteljicama slovenščine na tečajih Zavoda RS za zaposlovanje in testatorjema na izpitu ugotavljam izzive tečajev in drugih oblik priprave na izpit. Ti se kažejo predvsem v neprilagojenosti ranljivejšim posameznikom (vključno s tistimi z oddaljenejšim jezikovnim ozadjem) in lahko pripeljejo do različnih izzivov med opravljanjem zelo standardiziranega izpita. Ugotovljene izzive problematiziram v luči medsebojno prepletenih jezikovnih in socialnoekonomskih posledic (ne)izpolnjevanja pogoja. Upoštevaje značilnosti segmentiranega trga dela in slovenske države blaginje, skozi izkušnje intervjuvancev pokažem, kako opravljen izpit iz slovenščine na vstopni ravni ni »(avtomatska) vstopnica« na trg dela in kako s formalnim omejevanjem dostopa do socialnovarstvenih ukrepov nekatere potiska v še posebej ranljiv položaj z omejenimi možnostmi za nadaljnje učenje slovenščine.The possibilities for the social integration of migrants rest on general social context and policies aimed at integrating all alongside specific migration and integration policy. At the transnational and national level, the latter emphasises the interrelated labour market integration of migrants and language proficiency. Integration measures aimed at language learning are not only a right but also an obligation for so-called third-country nationals in an increasing number of European countries. The qualitative case study presented in this Master’s Thesis is focused on the language requirement specific to Slovenia, which is situated at the intersection of social policy, labour market and employment policy, and integration policy: third-country nationals must, in accordance with Article 8a of the Labour Market Regulation Act, pass a breakthrough level Slovenian language exam (A1) within twelve months of being registered with the Employment Service of Slovenia’s Register of the Unemployed. The case study focuses on the consequences of such a requirement for the integration of a "minority" group in the Slovenian context of migration, i.e., speakers of languages very distant from the Slovenian language. Based on an analysis of documents and interviews with speakers of languages very distant from the Slovenian language, teachers of the Slovenian language at the courses of the Employment Service and testers at the exam, the thesis uncovers the challenges of courses and other forms of exam preparation. These are mainly manifested in the lack of adaptation to vulnerable individuals (including those with a more distant linguistic background) and can lead to various challenges in taking a highly standardised exam. The thesis problematises identified challenges in light of the interconnected linguistic and socioeconomic consequences of (not) fulfilling the language requirement. Taking into account the characteristics of the segmented labour market and the Slovenian welfare state as well as the experiences of interviewees, the thesis demonstrates that passing the breakthrough level Slovenian language exam is not an »(automatic) ticket« to the labour market, and also how formal restrictions on access to social welfare measures can force some migrants into a particularly vulnerable position with limited opportunities for further learning of Slovenian language
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