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
