Article | European Journal for Research on the Education and Learning of Adults | Aggression, recognition and qualification: On the social psychology of adult education in everyday life

Title:
Aggression, recognition and qualification: On the social psychology of adult education in everyday life
Author:
Kirsten Weber: Roskilde University, Denmark
DOI:
10.3384/rela.2000-7426.rela0016
Read article:
Full article (pdf)
Year:
2010
Volume:
1
Issue:
1-2
Pages:
113-129
No. of pages:
17
Publication type:
Article
Published:
2010-09-25


The article analyses the emotional aspects of a professional training process in the light of the participants’ experienced societal status. A detailed text analysis of interviews with a group of social pedagogue staff in Danish Youth clubs focuses on a particular vulnerability and their aggressive perception of other students with social problems, and interprets it partly as a reaction on the paradoxical situation adults in continuing education, and partly in the perspective of their experience of not being recognized as a profession. The last section of the article further explains the deep hermeneutic text analysis applied, which combines psychoanalytical concepts of socialisation with a language game approach.

Keywords: Professional identity; recognition; emotional aspects of adult learning; pedagogue; social work

Volume 1, Issue: 1-2, Article 8, 2010

Author:
Kirsten Weber
Title:
Aggression, recognition and qualification: On the social psychology of adult education in everyday life
DOI:
10.3384/rela.2000-7426.rela0016
References:
  • Alheit, P. (1994). The “Biographical Question” as a Challenge to Adult Education. International Review of Education, 40(3/5), 283-298. doi: 10.1007/BF01257782
  • Altheide, D. L. & J. M. Johnson (1998). Criteria for Assessing Interpretive Validity in Qualitative Research. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and Interpreting Qualitative Materials (pp. 283-312). London: Sage.
  • Andersen, A.S., L. Andersen, B. Dybbroe, C. Hutters & K. Weber (2001). Bøjelighed og tilbøjelighed. Livshistoriske persepktiver på læring og uddannelse. Roskilde: Roskilde University Press.
  • Andersen, L. (2000). Telling Modernization: Three Voices. Life History, Gender and the Discourse of Modernization. Paper no. 8, Life History Project, Roskilde University. Adult Education Research Group. Roskilde: Roskilde University.
  • Andersen, L. (2003). When the Unconscious Joins the Game. A Psychoanalytic Perspective on Modernization and Change. Forum Qualitative Sozialforschung, 4(3).
  • Becker-Schmidt, R. (1987). Dynamiken Sozialen Lernens. In R. Becker-Schmidt & G.-A. Knapp (Eds.), Geschlecthertrennung – Geschlechterdifferenz (pp. 13-103). Bonn: Dietz
  • Becker-Schmidt, R. (1995). Von Jungen, die keine Mädchen, und Mädchen, die gerne Jungen sein wollten. Geschlechterspezifische Umwege auf der Suche nach Identität. In R. Becker-Schmidt & G. -A. Knapp (Eds.), Das Geschlechterverhältnis als Gegenstand der Sozialwissenschaften (pp. 220-246). Frankfurt: Campus.
  • Becker-Schmidt, R. (1998). Trennung, Verknüpfung, Vermittlung: zum femnistischen Umgang mit Dichotomien. In G.-A. Knapp (Ed.), Kurskorrekturen. Feminismus zwischen Kritischer Theorie und Postmoderne. Frankfurt: Campus.
  • Becker-Schmidt, R. (2000). The Relevance of Biographical Studies for Empowerment Strategies. Unpublished manuscript, Institut für Psychologie, Universität Hannover.
  • Cohn, R. (1976). Von der Psychoanalyse zur themenzentrierte Interaktion. Stuttgart: Klett-Cotta.
  • Ferenczi, S. (1926/1972). Das Problem der Unlustbejahung. In Schriften zur Psychoanalyse. Frankfurt am Main: Fischer.
  • Hollway, W. & Jefferson T. (2000). Doing Qualitative Research Differently. Free Association Narrative and the Interview Method. London: Sage.
  • Hunt, J. (1989) Psychoanalytical Aspects of Fieldwork. London: Sage.
  • Kvale, S. (1991). Issues of Validity in Qualitative Research. Lund: Studentlitteratur.
  • Kvale, S. (1996). InterViews. An Introduction to Qualitative Research Interviewing. London: Sage.
  • Leithäuser, T. (1977). Formen des Alltagsbewusstseins. Frankfurt: Campus.
  • Leithäuser, T. (Ed.) (1999). Sicherheit im öffentlichen Raum. Alltägliche Gewalterfahrungen im Stadtteil. Sonderheft Arbeit und Politik, Akademie für Arbeit und Politik. Bremen.
  • Leithäuser, T. & Volmerg B. (1985). Psychoanalyse in der Sozialforschung. Eine Einführung am Beispiel einer Sozialpsychologie der Arbeit. Opladen: Westdeutscher Verlag.
  • Lorenzer, A. (1970). Sprachzerstörung und Rekonstruktion. Vorarbeiten zu einer Metatheorie der Psychoanalyse. Frankfurt: Suhrkamp.
  • Lorenzer, A. (1972). Zur Begründung einer materialistischen Sozialisationstheorie. Frankfurt: Suhrkamp.
  • Lorenzer, A. (1986). Kulturanalysen. Psychoanalytische Studien zur Kultur. Frankfurt: Fischer.
  • Lund, U. & K. Weber (2001) Kort og Godt? Roskilde: Roskilde Universitetscenter.
  • Mangold, W (1960) Gegenstand und Methode des Gruppendiskussionsverfahrens. Frankfurt: Europäische Verlags Anstalt.
  • Menzies-Lyth, I. (1988). Containing Anxiety in Institutions: Selected Essays, Vol. I. London: Free Association.
  • Salling Olesen, H. (2001). Professional Identity as Learning Processes in Life Histories. Journal of Workplace Learning, 13(7-8), 290-297. doi: 10.1108/13665620110411076
  • Salling Olesen, H. (2004). The learning subject in life history - a qualitative research approach to learning. In M.H.M.B. Abrahao (Ed.), A Aventura (Auto)Biographico. Teoria & Empiria (pp. 419-464). Porto Alegre, Brazil: EDIPUCRS.
  • Salling Olesen, H. (2007a). Professional Identities, Subjectivity, and Learning: Becoming a General Practitioner. In L. West, P. Alheit, A. Siig Andersen, B. Merrill (Eds.): Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning : European Perspectives (pp. 125-141). Frankfurt am Main: Peter Lang.
  • Salling Olesen, H. (2007b). Theorizing Learning in Life History - a psycho-societal Approach. Studies in the Education of Adults, 39(1), 38-53.
  • Volmerg, B., Senghaas-Knobloch, E. & Leithäuser T. (1986). Betriebliche Lebenswelt.Einer Sozialpsychologie industrieller Arbeitsverhältnisse. Opladen: Westdeutscher Verlag.
  • Volmerg, B., Leithäuser, T., Neuberger, O., Ortmann, G. & Sievers B. (1993). Nach alle Regeln der Kunst. Macht und Geschlecht in Organisationen. Frankfurt: Kore.
  • Weber, K. (1995). Learning Processes in Trade Union Education. What Do Unskilled Women Actually Learn? In H. Salling Olesen (Ed.), Adult Education and the Labour Market II (pp. 154-163). Roskilde: University of Roskilde/ESREA.
  • Weber, K. (1996). Experiencing Gender - and a Case of Masculinity and Social Work. In H. Salling Olesen & P. Rasmussen (Eds.), Theoretical Issues in Adult Education. Danish Research and Experience. Roskilde: Roskilde University Press.
  • Weber, K. (Ed.). (1997). Life History, Gender and Experience. Theoretical Approaches to Adult Life and Learning. 1st report of the Life History Project. Roskilde: Roskilde University, Adult Education Research Group.
  • Weber, K. (1998). The Hunt for the Masculine Competence for Care. Qualification between Labour Market Integration and Feminization? In H. Salling Olesen (Ed.), Adult Education and the Labour Market IV. (pp. 89-106). Roskilde: Roskilde University/ESREA.
  • Weber, K. (1999a) Insights into Necessities… In H. Salling Olesen & K. Forrester (Eds.). Adult Education and the Labour Market V. Papers from the 5th seminar of the ESREA research network, Dubrovnik. Roskilde: Roskilde University Press.
  • Weber, K. (1999b). Concepts of Life History and Biography: Understanding Lifelong Learning? Paper no. 4, Life History Project. Roskilde: Roskilde University/Adult Education Research Group.
  • Weber, K. (2001). Brok, brok, brok - om hverdagsliv, livshistorie og ambivalens i læreprocesser. (Nag, nag, nag - on everyday life, life history and ambivalence in learning processes). In A.S. Andersen, L. Andersen, B. Dybbroe, C. Hutters & K. Weber (Eds.), Bøjelighed og tilbøjelighed. Livshistoriske persepktiver på læring og uddannelse. Roskilde: Roskilde University Press.
  • Weber, K. (2007). Gender between Knowledge Economy and Every Day Life: Change or Reproduction? In L. West, P. Alheit, B. Merrrill & A. Siig Andersen (Eds.), Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives (pp. 91-108). Frankfurt am Main: Peter Lang.
  • Weber, K. (2009). Talking about "tacit knowledge": - critical professionalism or collective defences? In T. Leithäuser; S. Meyerhuber; M. Schottmayer (Eds.), Sozialpsychologisches Organisationsverstehen (pp. 227-237). Wiesbaden: VS Verlag für Sozialwissenschaften. Doi: 10.1007/978-3-531-91636-1_11
  • Weber, K., & Salling Olesen, H. (2002). Chasing the Potentials for Adult Learning: Lifelong Learning in a Life History Perspective. Zeitschrift für qualitative Bildungs-, Beratungs- und Sozialforschung, 2002(2), 283-300.
  • Winnicott, D. W. (1965/1987) The Maturational Process and the Facilitating Environment. London:

Volume 1, Issue: 1-2, Article 8, 2010

Author:
Kirsten Weber
Title:
Aggression, recognition and qualification: On the social psychology of adult education in everyday life
DOI:
10.3384/rela.2000-7426.rela0016
Note: the following are taken directly from CrossRef
Citations:
No citations available at the moment
Export in BibTex, RIS or text