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@PHDTHESIS{Hering:711485,
author = {Hering, Sabine},
othercontributors = {Unger, Tim Daniel and Köhler, Sina-Mareen},
title = {{D}er Übergangsbegriff in der beruflichen {B}ildung : eine
{D}ispositivanalyse zur berufspädagogischen {F}ormierung
von Übergängen im {Z}entrum disziplinärer
{W}issensordnungen},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
reportid = {RWTH-2017-10836},
pages = {1 Online-Ressource (522 Seiten) : Illustrationen},
year = {2017},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University 2018; Dissertation, Rheinisch-Westfälische
Technische Hochschule Aachen, 2017},
abstract = {This research paper is focusing on the concept of
transition in vocational training and education. With this
an extensive topic stands out, which has to meet different
system logics based on its link to central social
institutions situated between education and occupation.
Transitional phenomena are therefore often established in an
interdisciplinary an interparadigmatic way. In the field of
vocational education and training transitions are primary
referring to certain institutional thresholds, which are
situated between specific transitional age phases like
school, vocational training and occupation. Noticeable is
the dominance of systemic considerations, which are closely
related to the structure of outgoing and incoming
institutions. This integrates a wide variety of
perspectives, which - in the analysis of transition - is
transferable to the symbiotic relation between structure and
subject level. How transitions are perceived and dealt with
in the disciplinary context is dynamically interwoven with
the scientific views and profile of vocational pedagogics
and the predominant orders of knowledge. What is meant by
that? In the perspective of socio-scientific dispositive
analysis it is supposed that reality is not objectively
given, but is socially constructed and modified. Everything
that seems to be true, visible and significant at a given
point in time is determined by the unique interaction of the
various elements of reality. The heterogeneous entity of
social reality which includes the special form and design of
discourses, institutions, buildings, everyday things, social
practices, habits and (inter-)acting subjects is of
importance. From the perspective of transitions, which are
specific to an age group, it could be of potential interest
how transitional decisions, for example between primary and
secondary schools or subsequent to school with focus on the
vocational education, are formed or determined by the
relation between individual expectations and attitudes of
entitlement and defined rationality and structural models on
an institutional level. It should also be questioned why
established methods and orders of knowledge arise at a given
point in historical time and on what social layers of
problems they try to answer or react (see
Bührmann/Schneider 2008, 105). How we think and talk about
a topic, which habits and methods we develop in action, is
essentially influenced by the dispositive interplay of the
different facets or elements of reality. Similar to this,
the handling of (new) topics of phenomena in the scientific
context may be defined. Transferring the assumptions of
dispositive analyses to the field of vocational transition
research it can be asked, which social conditions and
problem areas contributed to the fact that - within the last
three decades - a topic in vocational pedagogics was
established that emerges due to its high complexity and
momentum in the discourse. At this point we can anticipate,
that the field of vocational pedagogics, addressing the
intensifying transitional problems since the 90s, complies
to the dispositive structure serving the same targets and
rationalities to handle social transition problems.
Disciplinal-normative constructs and popular concepts
dominate, which do not satisfy the demands imposed by a
changing social reality. This indicates that the discipline,
pedagogic support and the solution of the diverse
self-addressed transition problems, is coming to its limits.
To understand the presenting social science practice, the
practice of action and the defining momentum behind it,
different approaches are necessary, which engage with this
progress in an empirically comprehensible way and offer
opportunities for reflection and differentiation. Up to now
there are only few research papers that dealt with the
social structure of the transition topic in the vocational
pedagogical field focusing on the discourse or dispositive
analysis. To look into the research perspective of the
dispositive analysis, this paper focuses on transitions in
the dimension of objectivations and discursive practices.
This paper follows two aims: First it wants to contribute to
an intensified research of transition with focus on the
discourse and dispositive analysis. Therefore a
methodological way is chosen, that differs from the common
direction of empirical academic studies concerning
transitions. Using the method of social dispositive
analysis, a step by step description of how the concept of
transition in the vocational education evolved and how its
structure and complexity can be defined. Secondly the
analytical questioning is always related to the disciplinary
field of vocational pedagogics. Accordingly, the objective
is to enable a theoretical approach to the concept of
transition from the perspective of vocational education. At
the same time a new perspective on the formation and
variation of subjects in the center of attention of
disciplinary orders of knowledge and implicitness should be
created.},
cin = {731210},
ddc = {370},
cid = {$I:(DE-82)731210_20140620$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2017-10836},
url = {https://publications.rwth-aachen.de/record/711485},
}
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