V članku razpravljamo o učinkih globalizacije na spremembo življenjskih potekov. Izhajamo iz teze, da individualizacija in destandardizacija življenjskega poteka terja od ljudi večjo pripravljenost ...za odgovorno načrtovanje življenja. Predvsem prehodi iz mladosti v odraslost postajajo nejasni in fleksibilni, kar spreminja tudi obdobje odraslosti. Posledično je odraslost izgubila mnogo svojih stabilnih struktur vlog in tradicionalnih pomenov ter postaja vse bolj psihološki pojav. Vse to pa seveda pomeni, da imajo zdaj odrasli opravka s ključnim identitetnim delom, prej rezerviranim za obdobje mladosti. Tu ima pomembno vlogo izobraževanje odraslih, ki je postavljeno pred nove izzive in naloge. Poleg izobraževanja za delo (dokvalifikacije, prekvalifikacije) ima izobraževanje odraslih vedno bolj pomembno socialno funkcijo (socialno in tehnološko vključevanje, pridobivanje novih socialnih kompetenc za razumevanje družbenih dogajanj) in posebej psihološko funkcijo (razvoj »identitetnih kapitalov«, potrebnih za suvereno odraslo življenje v sodobnih življenjskih razmerah).
This article focuses on the experiences and experiencing of disability, policies of self-understanding, and the life plans and aspirations of students with disabilities. The article draws on the ...results of a qualitative survey of students with disabilities taking courses in various faculties of the University of Ljubljana. The results show that students with disabilities are able to reshape their identities in a way that does not consist of the disability experienced, but is independent of it, and they are able to accept their disability as the reality of life without losing their own purpose of living and life plans. This experience is a significant part of the identity formation of people with disabilities, and the social experience of people with disabilities strengthens their selfhood while also producing new responses and challenges to contemporary issues of identity formation and identity policies.
Parental support is generally considered as important, positive, and desirable for students' educational trajectories. As research in education has repeatedly proven, parental capital significantly ...affects students' educational pathways in terms of ambitions, opportunities, and outcomes. In this article, we investigate how teachers and parents in Slovenia view the role of parents in students' educational trajectories. We observe whether their role might mitigate or increase educational inequalities. We draw on qualitative data obtained through interviews with teachers and parents of ninth-grade students in Slovenia. The article shows that parents in Slovenia are very involved in their children's educational process; they have high educational aspirations that seem to be internalized by their children. Their engaged involvement can be newly considered as a factor in the social differentiation of children, as it covertly sanctions those parents and children who are unable or unwilling to create a supportive family climate.
This article explores parental involvement in the educational trajectories of children in Europe. The analysis is embedded in the framework of the three dominant contemporary social processes that ...have been acknowledged as crucial factors for the educational and life trajectories of young people today, i.e. familialization, institutionalization, and individualization. The article draws on qualitative data gathered during interviews with parents of lower secondary school students in disadvantaged city areas within the research project, GOETE, in eight European countries. The analysis focuses on specific behavioral aspects that were identified as the most relevant in our empirical evidence: parental educational aspirations and future plans for their children, the role of parents in decision-making in educational transitions and trajectories, parental participation in the school, and parental support with schoolwork. The most striking finding is the persistent emphasis on individual responsibility for both students and parents in terms of education. Parents realize that the future of their child not only depends on the work of the teacher but also to a great and growing degree on parents as coeducators. This parental awareness results in a high level of confidence in the power of education, which is met by parental skepticism when they experience a lack of school support and distant parent-teacher relationships and communication.
The article discusses the features of growing up with disability, the crises and overcoming of these crises, the role of significant others, the educational transitions, and the experience with ...institutions and experts. It is based on the analysis of the results of qualitative research of students with disabilities. A biographical approach has been used. These are the narratives about how a vital life experience can strengthen the individual, provided that they haue a supportive living environment and empathic responses of the institutional enuironment that is supported by appropriate systemic solutions. Judging from the statements of students, the reason for their successful biographies is that they haue been accepted by their families and haue received the proper level of incentives and requirements. That has strengthened them in the way that they were also able to cope with identity crises, the crises of the transitions to adulthood, and with occasional negative reactions of the institutions.
ABSTRACT IN SLOVENE: Clanek govori o znacilnostih odrascanja z oviro, o krizah in premagovahju kriz, o vlogi pomembnih drugih, o izobrazevalnih prehodih, izkusnjah z institucijami in eksperti. ...Temelji na analizi rezultatov kvalitativne raziskave studentov in studentk z ovirami. Uporabili smo biografski pristop. To so pripovedi o tem, kako temeljna zivljenjska izkusnja lahko ucvrsti posameznika in posameznico, ce ima podporno zivljenjsko okolje in empaticne odzive institucionalnega okolja, ki je podprto z ustreznimi sistemskimi resituami. Razlog za uspesne biografije studentov in studentk je, sodec po izjavah, v tem, da so bili v druzini sprejeti in delezni prave mere spodbud in zahtev. To jih je ucurstilo, da so prenesli tudi identitetne krize, krize prehodov v odrascanju in obcasne negativne odzive institucij. // ABSTRACT IN ENGLISH: The article discusses the features of growing up with disability, the crises and overcoming of these crises, the role of significant others, the educational transitions, and the experience with institutions and experts. It is based on the analysis of the results of qualitative research of students with disabilities. A biographical approach has been used. These are the narratives about how a vital life experience can strengthen the individual, provided that they have a supportive living environment and empathic responses of the institutional environment that is supported by appropriate systemic solutions. Judging from the statements of students, the reason for their successful biographies is that they have been accepted by their families and have received the proper level of incentives and requirements. That has strengthened them in the way that they were also able to cope with identity crises, the crises of the transitions to adulthood, and with occasional negative reactions of the institutions. Reprinted by permission of the publisher
The article discusses the features of growing up with disability, the crises and overcoming of these crises, the role of significant others, the educational transitions, and the experience with ...institutions and experts. It is based on the analysis of the results of qualitative research of students with disabilities. A biographical approach has been used. These are the narratives about how a vital life experience can strengthen the individual, provided that they have a supportive living environment and empathic responses of the institutional environment that is supported by appropriate systemic solutions. Judging from the statements of students, the reason for their successful biographies is that they have been accepted by their families and have received the proper level of incentives and requirements. That has strengthened them in the way that they were also able to cope with identity crises, the crises of the transitions to adulthood, and with occasional negative reactions of the institutions. Adapted from the source document.
V članku se osredotočamo na izkušnje in doživljanja hendikepa, politik sa- morazumevanja ter življenjskih načrtov in apsiracij študentov in študentk z ovirami. Opiramo se na rezultate ...kvalitativne raziskave študentov in študentk z ovirami, ki študirajo na različnih fakultetah Univerze v ljubljani. Rezultati raziskave so pokazali, da imajo študentje in študentke z ovirami zmožnosti za preoblikovanje svoje identitete, ki ne sestoji iz doživljene ovire, temveč je neodvisna od nje in je sposobna sprejeti oviro kot realnost svojega življenja, ne da bi zato izgubila lastni smisel življenja in življenj- ske načrte. Ta izkušnja je pomemben del v oblikovanju identitet oviranih ljudi in prav proizvedena družbena izkušnja ljudi z ovirami krepi njihovo sebstvo ter proizvaja tudi nove odgovore in izzive na sodobne dileme oblikovanja identitet in identitetnih politik.
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