Session Information
19 SES 06 B, Parallel Paper Session 6B
Paper Session
Contribution
In the paper it will be argued that young people in a Danish context systematically are met with a double – contradictory – demand: on the one hand they are expected to articulate and stage themselves as autonomous creative, innovative and entrepreneurial young people – ready for shaping themselves and demonstrating their own originality (their “x-factor”); on the other hand they are also faced with demands for behaving in appropriate and decent ways, and programmes are set up for zero tolerance to indecent behaviour, and for “re-installing” the adult authority to discipline children and young people (i.e. strengthening parents responsibility).
Based on empirical material from two parallel studies it will be shown how this doubleness appears at the following two levels: a) in policies, debates, and not least rhetorics of learning and education b) in young people’s own narratives of how they consider their own situation and how they stage themselves. The focus is educational contexts and the study makes use of the following approaches:
a) rhetorical analyses and semantic (rhetorical) analyses of a number of policy texts and debates from a Danish as well as international contexts (especially EU documents). It will be shown how Danish rhetoric in policy texts and debates draw on internationally travelling concepts (the competent child/young person, zero tolerance, parents responsibility; citizenship; back to basics in education, nationhood and integration) but gives these concepts a particular Danish twist.
b) Analyses of narrative interviews with 62 Danish adolescents (15-16 years old) from ninth grade in three Danish schools (The Danish Folkeskole) and from diverse social and ethnic groups. The focus is how they narrate about their shaping an identity of themselves in home school relations, and especially how they from their diverse positions (given by themselves as well as by the social settings) manage to face the ambiguous demand for creating an identity as autonomous, independent, creative and innovative in the context of in school and at the same time live up to the demands for being a proper and well behaved student that lives to the standard for good behaviour.
Method
Expected Outcomes
References
Bruner, J (1998): The Culture of Education Fendler, L. (2001) Educating Flexible Souls In: Hultqvist, K & Dahlberg, G. (eds) Governing the child in the new Millennium. LondonNew York: Routledge/Falmer Foucault, Michel (1991): Govenmentality. In: Burchell,G., Gordon,C. & Miller,P. (Eds). The Foucault Effect. Studies in Govenmentality. Chicago: University of Chicago Press. Kryger, N (2004). Childhood and New Learning in a Nordic Context. I: Helene Brembeck, Barbro Johansson, Jan Kampmann, (eds) Exploring Nordic Childhoods (s. 153-176). Roskilde. Roskilde Universitets Forlag . Kvale, S. (1994). InterViews: An Introduction to Qualitative Research Interviewing. 1996 London. Sage Marcus, G. (1995): Ethnography in/out the Worlds system: The Emergence of Multi-Sited Ethnography. I: Annual Review of Anthropology. Nr. 24, s. 95-117 Ochs, E & Capps, L (1996) Narrating the Self. In: Annual Review of Anthropology, Vol 25, 1996 Olsson, U; Peterson K & Krejsler J.B. (2011) ‘Youth’ Making Us Fit: on Europe as operator of political technologies. In: European Educational Research Journal Volume 10 Number 1 2011 Wright, Susan & Shore C. (1997): Policy - a new field of Anthropology. I: Anthropology of Policy. London. Routledge.
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