Forskning i professionspraksis

Taking its point of departure in an inclusion-research, social-practice-theory, and practice-research commitment, the article discusses how research at university colleges may be applicable relative to professionals’ work with inclusion. Thus, the article establishes a close link between the understanding of research into professions and the understanding of the practice of professions. The fundamental basis is a criticism of notions that research at university colleges is charged with the provision of solutions to well-defined problems in professional practice. An empirical example demonstrates the significance of research that contributes with knowledge about how professionals work actively with the transformation of dilemmas that are linked with problem understanding as well as participatory conditions under contradictory organisational conditions

Ungeperspektiver på læringsfællesskaber i FGU

ResuméFGU er en relativt ny uddannelse skabt for at understøtte, at unge i udsatte positioner kommer videre fra folkeskole til uddannelse eller arbejde. FGU modtager elever med forskellige negative erfaringer for deltagelse i skole eller uddannelse. Der er knyttet store uddannelsespolitiske ambitioner til FGU-uddannelsen om at skabe læringsfællesskaber, der kan rumme elever med mange forskellige forudsætninger. Artiklen tager afsæt i et teoretisk begreb om læring gennem social deltagelse og sætter gennem analyser af unges perspektiver på deres deltagelse i en FGU-uddannelse fokus på, hvordan unge (igen) kommer i ’position som lærende sociale deltagere’. Der tages udgangspunkt i en forståelse af social udsathed som situeret i komplekse sociale sammenhænge, hvor ikke mindst uddannelsesmæssige deltagelsesbetingelser spiller ind. Dermed anlægges et syn på social udsathed som en livssituation i stadig forandring afhængig af skiftende sociale betingelser. Artiklen analyserer, hvordan unge tillægger skolelivets fællesskaber, læringsaktiviteter og egen indflydelse betydning. En kontekstuel tilgang knytter udsathed til positioner i social praksis og det skærper et blik for, hvordan unge overskrider oplevelser af personlig usikkerhed og sårbarhed gennem aktiv medskabelse af de uddannelsesmæssige læringsfællesskaber, de er en del af. AbstractLearning Communities seen from the Perspectives of Young AdultsFGU is a relatively new education which was created for the purpose of supporting young people in exposed positions in their further path – from lower secondary school to education or work. FGU receives students with various negative experiences from school or educational participation. The FGU education is linked with considerable education-policy ambitions with respect to the creation of learning communities capable of embracing students of many different educational backgrounds. The article takes a theoretical concept on learning through social participation as its point of departure and, by way of analyses of young people’s perspectives on their participation in the FGU education, it focuses on how young people can (once again) be brought into ‘position as learning social participants’. The point of departure is an understanding of social vulnerability as situated in complex social contexts in which not least educational participation relations come into play. From a theoretical perspective on learning through social participation, the article analyses how young people will attach meaning to school-life communities, learning activities and their own influence. A contextual understanding of vulnerability which, linked with positions within social practice, offers a prospect of how young people have the possibilities of exceeding personal experiences of insecurity and vulnerability through contributing to the communities of school life

Undervisning som social praksis

Når der opstår vanskeligheder i skolen, kan der være en tendens til at forklare disse vanskeligheder med enkeltpersoners personlige indstilling eller manglende forudsætninger for at deltage og bidrage på passende måder. Alternativt forklares vanskeligheder med relationelle problemer knyttet eksempelvis til manglende positive tilknytninger, manglende indlevelse, forståelsesmæssige vanskeligheder, sproglige barrierer eller manglende kendskab de involverede imellem. Skolen som et særligt sted, og undervisning som en særlig aktivitet i skolen, har det så at sige med at stå i baggrunden i forståelser af vanskeligheder i skolen. Artiklen diskuterer, hvordan begreber fra social praksisteori og kritisk psykologi kan bidrage til at tale om og udforske vanskeligheder i skolen på måder, der bidrager til at overskride individualiserede problemforståelser og koble vanskeligheder i undervisningssituationer til betingelser for samarbejde om undervisning som en særlig samfundsmæssig og historisk praksis.When difficulties arise in school, there may be a tendency to explain these difficulties with individuals’ personal attitudes or lack of prerequisites to attend and contribute appropriately. Alternatively, difficulties are understood as interpersonal difficulties that can be explained, for example in relation to, lack of positive attachments, lack of empathy, misunderstand- ings, linguistic barriers or lack of communication. The school as a historical and societal institution, and teaching as a particular activity in the school, is often missing or distant in comprehension of, and interventions in relation to, school problems. The article discusses how concepts from social practice theory and critical psychology make it possible to talk about and explore difficulties in school in ways that contribute to transcend individualized problem understandings and link difficulties in teach- ing situations to conditions of collaboration on teaching as a particular social and historical practice