Regulating Transitions from School to Work: An Institutional Ethnography of Activation Work in Action
Gespeichert in:
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| Format: | Elektronisch E-Book |
| Sprache: | English |
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Bielefeld
transcript
2021
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| Ausgabe: | 1st ed |
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| Beschreibung: | 1 Online-Ressource (313 Seiten) |
| ISBN: | 9783839457061 9783837657067 |
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| 245 | 1 | 0 | |a Regulating Transitions from School to Work |b An Institutional Ethnography of Activation Work in Action |
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| 505 | 8 | |a Cover -- Contents -- 1. Introduction -- 2. Youth, Education and the Welfare State -- 2.1 How Institutions Structure the Youth Phase -- 2.1.1. Regimes of Youth Transitions -- 2.1.2. Welfare State Typologies, Educational Systems, and Transitions from School to Work -- 2.1.3. The Comparative Political Economy of Skill Formation -- 2.2. Situating the Swiss Transition Regime -- 2.2.1. Virtues and Vices of Apprenticeship-Systems -- 2.2.2. Mechanisms that Lead to Inequalities -- 2.3. The Politics of VET in Switzerland and the Emergenceof Transition Measures -- 2.3.1. The Apprenticeship-Crisis and the Rise of Youth Unemployment in the Early Nineties -- 2.3.2. Reforms in the Unemployment Insurance for Young People -- 2.3.3. The new VET-Act and the Popular Initiative on the Rightto Vocational Training -- 2.4. Excursus: Collectivist Skill Formation Systems and the Right to Education -- 2.4.1. The Emergence of Transition Management and the Birth of Transition Policies -- 2.4.2. Individual Counseling and the Early Identification of Risk-Groups -- 2.4.3. Standardizing the "Matching" Process -- 2.4.4. Transition Measures and the Promotion of a "Fast" Transition from School to Work -- 2.4.5. Interinstitutional Collaboration and the Rise of Educationfare -- 2.5. From the Emergence of a Problem Towards the Construction of a Policy -- 2.5.1. Contradictions of the Swiss Transition Regime -- 2.5.2. Discursive Shifts: from Youth Unemployment to "Youth at Risk" -- 3. Life-Course, Biography and Social Policy -- 3.1. The Life-Course as an Institutional Program and a Subjective Construction -- 3.1.1. Life‐course, Biography and Institutionalized Individualism -- 3.1.2. From Positions and Sequences to Identities over Time -- 3.1.3. Rationalization, Normalization and Social Control of the Life-Course: temporal Patterns and the "Autonomous" Individual | |
| 505 | 8 | |a 3.1.4. The Paradoxes of Individualization and the Politics of the Individual -- 3.2. The Organizational Regulation of Biographies -- 3.2.1. Human Service Organizations as Life-Course "Gate-Keepers" -- 3.2.2. People Processing and People Changing Institutions -- 3.2.3. Human Service Organizations as Discursive Environments for Self-Construction -- 3.2.4. Human Service Organizations as Subjectivation Devices -- 3.2.5. Towards an Analysis of Subjectivation Processes in Human Service Organizations -- 4. Analyzing Activation in Action -- 4.1. Street‐level Bureaucrats, Institutionalized Organizations and People Processing Organizations -- 4.1.1. Overcoming the Implementation-Control-Discretion-Narrative -- 4.1.2. From Street‐level Bureaucrats to Human Service Organizations -- 4.1.3. Human Service Organizations and their Institutionalized Environments -- 4.1.4. (De-)coupling and Organizational Fields -- 4.1.5. From Organizational Fields to Contradictory Institutional Logics -- 4.1.6. From Institutional Logics to Competing Orders of Worth:The Sociology of Conventions -- 4.1.7. Organizations as Devices for Complex Coordination: Conflicts and Compromises in Human Service Organizations -- 4.1.8. Human Service Work in the Light of the Sociology of Conventions -- 4.1.9. Conclusion: Applying Convention Theory for the Analysis of Human Service Work -- 5. Methodology, Research Design and Data Collection -- 5.1. A Focus on Activation Practices -- 5.1.1. Research design and data collection -- 5.1.2. Interviews, "Everyday Work Stories" and Participant Observation -- 5.1.3. Analysis of Documents and Texts -- 5.1.4. Data Analysis Strategies -- 6. Results -- 6.1. A Short Introduction to Motivational Semesters -- 6.1.1. Motivational Semesters as Complex Devices of Coordination -- 6.1.2. Contradictory Logics and their Practical Compromises | |
| 505 | 8 | |a 6.2. Conflicts Between Orders of Worth and situated Compromises in Human Service Work: The Case of Sanctions -- 6.2.1. The Institutional Script of the Sanctioning Procedure -- 6.2.2. From Rules to their Implements:The Local Interpretation of Sanctioning Rules -- 6.2.3. The Grey Sphere of Acting "Below the Conventions" -- 6.3. Gate‐keeping and the Negotiation of Employability: The Intermediary Function of Motivational Semesters -- 6.3.1. Exclusion Through Sorting Out -- 6.3.2. Flexibilising Job Aspirations -- 6.3.3. Dealing with Disappointed Expectations and the (Re-)Construction of Viable Job Aspirations -- 6.3.4. "Selling" Young Persons to Employers: A Process of Valuation and Mediation -- 6.4. Constructing the Client that Can Create Himself:Technologies of Agency and the Production of a Will -- 6.4.1. Constructing Viable Job Choices Through Guided Self-Exploration -- 6.4.2. Negotiating the Integration Contract -- 6.4.3. Private Problems Becoming Public Issues -- 6.4.4. Modulating Distance to Accommodate for the Pitfalls of the Contract -- 6.4.5. Subjectivation Practices: Valuation and the Preparation to the Conventional Demands of the Labor-Market -- 6.5. "Making Up" Viable Future Selves Through Evaluation -Working with the Portfolio-Tool -- 6.5.1. Elements of the Portfolio -- 6.5.2. Linking the administrative‐temporal order of the Motivational Semester with practices of Self-Exploration -- 6.5.3. Individual Self-Exploration and the Invocation of Individuality -- 6.5.4. Self-Assessments as Tools for Self-Discovery -- 6.5.5. Panoptical Evaluation and Self-Improvement -- 6.5.6. Biographical Self-Scrutiny and the Continual Limitation of the Space of Possibilities -- 6.5.7. Linking the Biographical to the Structural: Learning to Describe Oneself in the Evaluative Vocabulary of the Labor-Market | |
| 505 | 8 | |a 6.6. Guided Self-Exploration as a "Narrative Machinery" that Produces Intelligible Subjects -- 6.6.1. Activating a Biographical "Care" for the Self -- 7. General Conclusion and Discussion of Main Results -- 7.1. Organizations as the "Missing Link" for the Mediation Between Systemic Requirements and Subjectivity -- 7.2. The institutional Production of Subjectivity:Biographisation - Valuation - Optimisation - Autonomisation -- 7.2.1. Biographisation -- 7.2.2. (E-)valuation and Mediation -- 7.2.3. Optimisation -- 7.2.4. Discretion and Invisible Work as a Precarious Precondition for Successful Coordination -- 7.2.5. Risks and Limits of Institutionalised Individualism: "Autonomy Gaps" in Welfare Polices -- 7.2.6. Subjectivation Practices Between Subjection and Enablement -- 8. Bibliography -- 9. Annex -- Acronyms and Abbreviations -- List of Figures and Tables | |
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| contents | Cover -- Contents -- 1. Introduction -- 2. Youth, Education and the Welfare State -- 2.1 How Institutions Structure the Youth Phase -- 2.1.1. Regimes of Youth Transitions -- 2.1.2. Welfare State Typologies, Educational Systems, and Transitions from School to Work -- 2.1.3. The Comparative Political Economy of Skill Formation -- 2.2. Situating the Swiss Transition Regime -- 2.2.1. Virtues and Vices of Apprenticeship-Systems -- 2.2.2. Mechanisms that Lead to Inequalities -- 2.3. The Politics of VET in Switzerland and the Emergenceof Transition Measures -- 2.3.1. The Apprenticeship-Crisis and the Rise of Youth Unemployment in the Early Nineties -- 2.3.2. Reforms in the Unemployment Insurance for Young People -- 2.3.3. The new VET-Act and the Popular Initiative on the Rightto Vocational Training -- 2.4. Excursus: Collectivist Skill Formation Systems and the Right to Education -- 2.4.1. The Emergence of Transition Management and the Birth of Transition Policies -- 2.4.2. Individual Counseling and the Early Identification of Risk-Groups -- 2.4.3. Standardizing the "Matching" Process -- 2.4.4. Transition Measures and the Promotion of a "Fast" Transition from School to Work -- 2.4.5. Interinstitutional Collaboration and the Rise of Educationfare -- 2.5. From the Emergence of a Problem Towards the Construction of a Policy -- 2.5.1. Contradictions of the Swiss Transition Regime -- 2.5.2. Discursive Shifts: from Youth Unemployment to "Youth at Risk" -- 3. Life-Course, Biography and Social Policy -- 3.1. The Life-Course as an Institutional Program and a Subjective Construction -- 3.1.1. Life‐course, Biography and Institutionalized Individualism -- 3.1.2. From Positions and Sequences to Identities over Time -- 3.1.3. Rationalization, Normalization and Social Control of the Life-Course: temporal Patterns and the "Autonomous" Individual 3.1.4. The Paradoxes of Individualization and the Politics of the Individual -- 3.2. The Organizational Regulation of Biographies -- 3.2.1. Human Service Organizations as Life-Course "Gate-Keepers" -- 3.2.2. People Processing and People Changing Institutions -- 3.2.3. Human Service Organizations as Discursive Environments for Self-Construction -- 3.2.4. Human Service Organizations as Subjectivation Devices -- 3.2.5. Towards an Analysis of Subjectivation Processes in Human Service Organizations -- 4. Analyzing Activation in Action -- 4.1. Street‐level Bureaucrats, Institutionalized Organizations and People Processing Organizations -- 4.1.1. Overcoming the Implementation-Control-Discretion-Narrative -- 4.1.2. From Street‐level Bureaucrats to Human Service Organizations -- 4.1.3. Human Service Organizations and their Institutionalized Environments -- 4.1.4. (De-)coupling and Organizational Fields -- 4.1.5. From Organizational Fields to Contradictory Institutional Logics -- 4.1.6. From Institutional Logics to Competing Orders of Worth:The Sociology of Conventions -- 4.1.7. Organizations as Devices for Complex Coordination: Conflicts and Compromises in Human Service Organizations -- 4.1.8. Human Service Work in the Light of the Sociology of Conventions -- 4.1.9. Conclusion: Applying Convention Theory for the Analysis of Human Service Work -- 5. Methodology, Research Design and Data Collection -- 5.1. A Focus on Activation Practices -- 5.1.1. Research design and data collection -- 5.1.2. Interviews, "Everyday Work Stories" and Participant Observation -- 5.1.3. Analysis of Documents and Texts -- 5.1.4. Data Analysis Strategies -- 6. Results -- 6.1. A Short Introduction to Motivational Semesters -- 6.1.1. Motivational Semesters as Complex Devices of Coordination -- 6.1.2. Contradictory Logics and their Practical Compromises 6.2. Conflicts Between Orders of Worth and situated Compromises in Human Service Work: The Case of Sanctions -- 6.2.1. The Institutional Script of the Sanctioning Procedure -- 6.2.2. From Rules to their Implements:The Local Interpretation of Sanctioning Rules -- 6.2.3. The Grey Sphere of Acting "Below the Conventions" -- 6.3. Gate‐keeping and the Negotiation of Employability: The Intermediary Function of Motivational Semesters -- 6.3.1. Exclusion Through Sorting Out -- 6.3.2. Flexibilising Job Aspirations -- 6.3.3. Dealing with Disappointed Expectations and the (Re-)Construction of Viable Job Aspirations -- 6.3.4. "Selling" Young Persons to Employers: A Process of Valuation and Mediation -- 6.4. Constructing the Client that Can Create Himself:Technologies of Agency and the Production of a Will -- 6.4.1. Constructing Viable Job Choices Through Guided Self-Exploration -- 6.4.2. Negotiating the Integration Contract -- 6.4.3. Private Problems Becoming Public Issues -- 6.4.4. Modulating Distance to Accommodate for the Pitfalls of the Contract -- 6.4.5. Subjectivation Practices: Valuation and the Preparation to the Conventional Demands of the Labor-Market -- 6.5. "Making Up" Viable Future Selves Through Evaluation -Working with the Portfolio-Tool -- 6.5.1. Elements of the Portfolio -- 6.5.2. Linking the administrative‐temporal order of the Motivational Semester with practices of Self-Exploration -- 6.5.3. Individual Self-Exploration and the Invocation of Individuality -- 6.5.4. Self-Assessments as Tools for Self-Discovery -- 6.5.5. Panoptical Evaluation and Self-Improvement -- 6.5.6. Biographical Self-Scrutiny and the Continual Limitation of the Space of Possibilities -- 6.5.7. Linking the Biographical to the Structural: Learning to Describe Oneself in the Evaluative Vocabulary of the Labor-Market 6.6. Guided Self-Exploration as a "Narrative Machinery" that Produces Intelligible Subjects -- 6.6.1. Activating a Biographical "Care" for the Self -- 7. General Conclusion and Discussion of Main Results -- 7.1. Organizations as the "Missing Link" for the Mediation Between Systemic Requirements and Subjectivity -- 7.2. The institutional Production of Subjectivity:Biographisation - Valuation - Optimisation - Autonomisation -- 7.2.1. Biographisation -- 7.2.2. (E-)valuation and Mediation -- 7.2.3. Optimisation -- 7.2.4. Discretion and Invisible Work as a Precarious Precondition for Successful Coordination -- 7.2.5. Risks and Limits of Institutionalised Individualism: "Autonomy Gaps" in Welfare Polices -- 7.2.6. Subjectivation Practices Between Subjection and Enablement -- 8. Bibliography -- 9. Annex -- Acronyms and Abbreviations -- List of Figures and Tables |
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| edition | 1st ed |
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Introduction -- 2. Youth, Education and the Welfare State -- 2.1 How Institutions Structure the Youth Phase -- 2.1.1. Regimes of Youth Transitions -- 2.1.2. Welfare State Typologies, Educational Systems, and Transitions from School to Work -- 2.1.3. The Comparative Political Economy of Skill Formation -- 2.2. Situating the Swiss Transition Regime -- 2.2.1. Virtues and Vices of Apprenticeship-Systems -- 2.2.2. Mechanisms that Lead to Inequalities -- 2.3. The Politics of VET in Switzerland and the Emergenceof Transition Measures -- 2.3.1. The Apprenticeship-Crisis and the Rise of Youth Unemployment in the Early Nineties -- 2.3.2. Reforms in the Unemployment Insurance for Young People -- 2.3.3. The new VET-Act and the Popular Initiative on the Rightto Vocational Training -- 2.4. Excursus: Collectivist Skill Formation Systems and the Right to Education -- 2.4.1. The Emergence of Transition Management and the Birth of Transition Policies -- 2.4.2. Individual Counseling and the Early Identification of Risk-Groups -- 2.4.3. Standardizing the "Matching" Process -- 2.4.4. Transition Measures and the Promotion of a "Fast" Transition from School to Work -- 2.4.5. Interinstitutional Collaboration and the Rise of Educationfare -- 2.5. From the Emergence of a Problem Towards the Construction of a Policy -- 2.5.1. Contradictions of the Swiss Transition Regime -- 2.5.2. Discursive Shifts: from Youth Unemployment to "Youth at Risk" -- 3. Life-Course, Biography and Social Policy -- 3.1. The Life-Course as an Institutional Program and a Subjective Construction -- 3.1.1. Life‐course, Biography and Institutionalized Individualism -- 3.1.2. From Positions and Sequences to Identities over Time -- 3.1.3. Rationalization, Normalization and Social Control of the Life-Course: temporal Patterns and the "Autonomous" Individual</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3.1.4. The Paradoxes of Individualization and the Politics of the Individual -- 3.2. The Organizational Regulation of Biographies -- 3.2.1. Human Service Organizations as Life-Course "Gate-Keepers" -- 3.2.2. People Processing and People Changing Institutions -- 3.2.3. Human Service Organizations as Discursive Environments for Self-Construction -- 3.2.4. Human Service Organizations as Subjectivation Devices -- 3.2.5. Towards an Analysis of Subjectivation Processes in Human Service Organizations -- 4. Analyzing Activation in Action -- 4.1. Street‐level Bureaucrats, Institutionalized Organizations and People Processing Organizations -- 4.1.1. Overcoming the Implementation-Control-Discretion-Narrative -- 4.1.2. From Street‐level Bureaucrats to Human Service Organizations -- 4.1.3. Human Service Organizations and their Institutionalized Environments -- 4.1.4. (De-)coupling and Organizational Fields -- 4.1.5. From Organizational Fields to Contradictory Institutional Logics -- 4.1.6. From Institutional Logics to Competing Orders of Worth:The Sociology of Conventions -- 4.1.7. Organizations as Devices for Complex Coordination: Conflicts and Compromises in Human Service Organizations -- 4.1.8. Human Service Work in the Light of the Sociology of Conventions -- 4.1.9. Conclusion: Applying Convention Theory for the Analysis of Human Service Work -- 5. Methodology, Research Design and Data Collection -- 5.1. A Focus on Activation Practices -- 5.1.1. Research design and data collection -- 5.1.2. Interviews, "Everyday Work Stories" and Participant Observation -- 5.1.3. Analysis of Documents and Texts -- 5.1.4. Data Analysis Strategies -- 6. Results -- 6.1. A Short Introduction to Motivational Semesters -- 6.1.1. Motivational Semesters as Complex Devices of Coordination -- 6.1.2. Contradictory Logics and their Practical Compromises</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">6.2. Conflicts Between Orders of Worth and situated Compromises in Human Service Work: The Case of Sanctions -- 6.2.1. The Institutional Script of the Sanctioning Procedure -- 6.2.2. From Rules to their Implements:The Local Interpretation of Sanctioning Rules -- 6.2.3. The Grey Sphere of Acting "Below the Conventions" -- 6.3. Gate‐keeping and the Negotiation of Employability: The Intermediary Function of Motivational Semesters -- 6.3.1. Exclusion Through Sorting Out -- 6.3.2. Flexibilising Job Aspirations -- 6.3.3. Dealing with Disappointed Expectations and the (Re-)Construction of Viable Job Aspirations -- 6.3.4. "Selling" Young Persons to Employers: A Process of Valuation and Mediation -- 6.4. Constructing the Client that Can Create Himself:Technologies of Agency and the Production of a Will -- 6.4.1. Constructing Viable Job Choices Through Guided Self-Exploration -- 6.4.2. Negotiating the Integration Contract -- 6.4.3. Private Problems Becoming Public Issues -- 6.4.4. Modulating Distance to Accommodate for the Pitfalls of the Contract -- 6.4.5. Subjectivation Practices: Valuation and the Preparation to the Conventional Demands of the Labor-Market -- 6.5. "Making Up" Viable Future Selves Through Evaluation -Working with the Portfolio-Tool -- 6.5.1. Elements of the Portfolio -- 6.5.2. Linking the administrative‐temporal order of the Motivational Semester with practices of Self-Exploration -- 6.5.3. Individual Self-Exploration and the Invocation of Individuality -- 6.5.4. Self-Assessments as Tools for Self-Discovery -- 6.5.5. Panoptical Evaluation and Self-Improvement -- 6.5.6. Biographical Self-Scrutiny and the Continual Limitation of the Space of Possibilities -- 6.5.7. Linking the Biographical to the Structural: Learning to Describe Oneself in the Evaluative Vocabulary of the Labor-Market</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">6.6. Guided Self-Exploration as a "Narrative Machinery" that Produces Intelligible Subjects -- 6.6.1. Activating a Biographical "Care" for the Self -- 7. General Conclusion and Discussion of Main Results -- 7.1. Organizations as the "Missing Link" for the Mediation Between Systemic Requirements and Subjectivity -- 7.2. The institutional Production of Subjectivity:Biographisation - Valuation - Optimisation - Autonomisation -- 7.2.1. Biographisation -- 7.2.2. (E-)valuation and Mediation -- 7.2.3. Optimisation -- 7.2.4. Discretion and Invisible Work as a Precarious Precondition for Successful Coordination -- 7.2.5. Risks and Limits of Institutionalised Individualism: "Autonomy Gaps" in Welfare Polices -- 7.2.6. Subjectivation Practices Between Subjection and Enablement -- 8. Bibliography -- 9. 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| genre | (DE-588)4113937-9 Hochschulschrift gnd-content |
| genre_facet | Hochschulschrift |
| id | DE-604.BV048632047 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T21:16:06Z |
| indexdate | 2024-07-10T09:44:32Z |
| institution | BVB |
| isbn | 9783839457061 9783837657067 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034007066 |
| oclc_num | 1312170451 |
| open_access_boolean | |
| physical | 1 Online-Ressource (313 Seiten) |
| psigel | ZDB-30-PQE |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | transcript |
| record_format | marc |
| spelling | Dahmen, Stephan Verfasser aut Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action 1st ed Bielefeld transcript 2021 ©2021 1 Online-Ressource (313 Seiten) txt rdacontent c rdamedia cr rdacarrier Cover -- Contents -- 1. Introduction -- 2. Youth, Education and the Welfare State -- 2.1 How Institutions Structure the Youth Phase -- 2.1.1. Regimes of Youth Transitions -- 2.1.2. Welfare State Typologies, Educational Systems, and Transitions from School to Work -- 2.1.3. The Comparative Political Economy of Skill Formation -- 2.2. Situating the Swiss Transition Regime -- 2.2.1. Virtues and Vices of Apprenticeship-Systems -- 2.2.2. Mechanisms that Lead to Inequalities -- 2.3. The Politics of VET in Switzerland and the Emergenceof Transition Measures -- 2.3.1. The Apprenticeship-Crisis and the Rise of Youth Unemployment in the Early Nineties -- 2.3.2. Reforms in the Unemployment Insurance for Young People -- 2.3.3. The new VET-Act and the Popular Initiative on the Rightto Vocational Training -- 2.4. Excursus: Collectivist Skill Formation Systems and the Right to Education -- 2.4.1. The Emergence of Transition Management and the Birth of Transition Policies -- 2.4.2. Individual Counseling and the Early Identification of Risk-Groups -- 2.4.3. Standardizing the "Matching" Process -- 2.4.4. Transition Measures and the Promotion of a "Fast" Transition from School to Work -- 2.4.5. Interinstitutional Collaboration and the Rise of Educationfare -- 2.5. From the Emergence of a Problem Towards the Construction of a Policy -- 2.5.1. Contradictions of the Swiss Transition Regime -- 2.5.2. Discursive Shifts: from Youth Unemployment to "Youth at Risk" -- 3. Life-Course, Biography and Social Policy -- 3.1. The Life-Course as an Institutional Program and a Subjective Construction -- 3.1.1. Life‐course, Biography and Institutionalized Individualism -- 3.1.2. From Positions and Sequences to Identities over Time -- 3.1.3. Rationalization, Normalization and Social Control of the Life-Course: temporal Patterns and the "Autonomous" Individual 3.1.4. The Paradoxes of Individualization and the Politics of the Individual -- 3.2. The Organizational Regulation of Biographies -- 3.2.1. Human Service Organizations as Life-Course "Gate-Keepers" -- 3.2.2. People Processing and People Changing Institutions -- 3.2.3. Human Service Organizations as Discursive Environments for Self-Construction -- 3.2.4. Human Service Organizations as Subjectivation Devices -- 3.2.5. Towards an Analysis of Subjectivation Processes in Human Service Organizations -- 4. Analyzing Activation in Action -- 4.1. Street‐level Bureaucrats, Institutionalized Organizations and People Processing Organizations -- 4.1.1. Overcoming the Implementation-Control-Discretion-Narrative -- 4.1.2. From Street‐level Bureaucrats to Human Service Organizations -- 4.1.3. Human Service Organizations and their Institutionalized Environments -- 4.1.4. (De-)coupling and Organizational Fields -- 4.1.5. From Organizational Fields to Contradictory Institutional Logics -- 4.1.6. From Institutional Logics to Competing Orders of Worth:The Sociology of Conventions -- 4.1.7. Organizations as Devices for Complex Coordination: Conflicts and Compromises in Human Service Organizations -- 4.1.8. Human Service Work in the Light of the Sociology of Conventions -- 4.1.9. Conclusion: Applying Convention Theory for the Analysis of Human Service Work -- 5. Methodology, Research Design and Data Collection -- 5.1. A Focus on Activation Practices -- 5.1.1. Research design and data collection -- 5.1.2. Interviews, "Everyday Work Stories" and Participant Observation -- 5.1.3. Analysis of Documents and Texts -- 5.1.4. Data Analysis Strategies -- 6. Results -- 6.1. A Short Introduction to Motivational Semesters -- 6.1.1. Motivational Semesters as Complex Devices of Coordination -- 6.1.2. Contradictory Logics and their Practical Compromises 6.2. Conflicts Between Orders of Worth and situated Compromises in Human Service Work: The Case of Sanctions -- 6.2.1. The Institutional Script of the Sanctioning Procedure -- 6.2.2. From Rules to their Implements:The Local Interpretation of Sanctioning Rules -- 6.2.3. The Grey Sphere of Acting "Below the Conventions" -- 6.3. Gate‐keeping and the Negotiation of Employability: The Intermediary Function of Motivational Semesters -- 6.3.1. Exclusion Through Sorting Out -- 6.3.2. Flexibilising Job Aspirations -- 6.3.3. Dealing with Disappointed Expectations and the (Re-)Construction of Viable Job Aspirations -- 6.3.4. "Selling" Young Persons to Employers: A Process of Valuation and Mediation -- 6.4. Constructing the Client that Can Create Himself:Technologies of Agency and the Production of a Will -- 6.4.1. Constructing Viable Job Choices Through Guided Self-Exploration -- 6.4.2. Negotiating the Integration Contract -- 6.4.3. Private Problems Becoming Public Issues -- 6.4.4. Modulating Distance to Accommodate for the Pitfalls of the Contract -- 6.4.5. Subjectivation Practices: Valuation and the Preparation to the Conventional Demands of the Labor-Market -- 6.5. "Making Up" Viable Future Selves Through Evaluation -Working with the Portfolio-Tool -- 6.5.1. Elements of the Portfolio -- 6.5.2. Linking the administrative‐temporal order of the Motivational Semester with practices of Self-Exploration -- 6.5.3. Individual Self-Exploration and the Invocation of Individuality -- 6.5.4. Self-Assessments as Tools for Self-Discovery -- 6.5.5. Panoptical Evaluation and Self-Improvement -- 6.5.6. Biographical Self-Scrutiny and the Continual Limitation of the Space of Possibilities -- 6.5.7. Linking the Biographical to the Structural: Learning to Describe Oneself in the Evaluative Vocabulary of the Labor-Market 6.6. Guided Self-Exploration as a "Narrative Machinery" that Produces Intelligible Subjects -- 6.6.1. Activating a Biographical "Care" for the Self -- 7. General Conclusion and Discussion of Main Results -- 7.1. Organizations as the "Missing Link" for the Mediation Between Systemic Requirements and Subjectivity -- 7.2. The institutional Production of Subjectivity:Biographisation - Valuation - Optimisation - Autonomisation -- 7.2.1. Biographisation -- 7.2.2. (E-)valuation and Mediation -- 7.2.3. Optimisation -- 7.2.4. Discretion and Invisible Work as a Precarious Precondition for Successful Coordination -- 7.2.5. Risks and Limits of Institutionalised Individualism: "Autonomy Gaps" in Welfare Polices -- 7.2.6. Subjectivation Practices Between Subjection and Enablement -- 8. Bibliography -- 9. Annex -- Acronyms and Abbreviations -- List of Figures and Tables Youth-Employment Germany Übergang Sozialwissenschaften (DE-588)4681060-2 gnd rswk-swf Berufsbildung (DE-588)4069342-9 gnd rswk-swf Jugend (DE-588)4028859-6 gnd rswk-swf Sozialstaat (DE-588)4055896-4 gnd rswk-swf Sozialpolitik (DE-588)4055879-4 gnd rswk-swf Arbeitswelt (DE-588)4002805-7 gnd rswk-swf Electronic books (DE-588)4113937-9 Hochschulschrift gnd-content Jugend (DE-588)4028859-6 s Berufsbildung (DE-588)4069342-9 s Arbeitswelt (DE-588)4002805-7 s Übergang Sozialwissenschaften (DE-588)4681060-2 s Sozialpolitik (DE-588)4055879-4 s Sozialstaat (DE-588)4055896-4 s DE-604 Erscheint auch als Druck-Ausgabe Dahmen, Stephan Regulating Transitions from School to Work Bielefeld : transcript,c2021 9783837657067 |
| spellingShingle | Dahmen, Stephan Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action Cover -- Contents -- 1. Introduction -- 2. Youth, Education and the Welfare State -- 2.1 How Institutions Structure the Youth Phase -- 2.1.1. Regimes of Youth Transitions -- 2.1.2. Welfare State Typologies, Educational Systems, and Transitions from School to Work -- 2.1.3. The Comparative Political Economy of Skill Formation -- 2.2. Situating the Swiss Transition Regime -- 2.2.1. Virtues and Vices of Apprenticeship-Systems -- 2.2.2. Mechanisms that Lead to Inequalities -- 2.3. The Politics of VET in Switzerland and the Emergenceof Transition Measures -- 2.3.1. The Apprenticeship-Crisis and the Rise of Youth Unemployment in the Early Nineties -- 2.3.2. Reforms in the Unemployment Insurance for Young People -- 2.3.3. The new VET-Act and the Popular Initiative on the Rightto Vocational Training -- 2.4. Excursus: Collectivist Skill Formation Systems and the Right to Education -- 2.4.1. The Emergence of Transition Management and the Birth of Transition Policies -- 2.4.2. Individual Counseling and the Early Identification of Risk-Groups -- 2.4.3. Standardizing the "Matching" Process -- 2.4.4. Transition Measures and the Promotion of a "Fast" Transition from School to Work -- 2.4.5. Interinstitutional Collaboration and the Rise of Educationfare -- 2.5. From the Emergence of a Problem Towards the Construction of a Policy -- 2.5.1. Contradictions of the Swiss Transition Regime -- 2.5.2. Discursive Shifts: from Youth Unemployment to "Youth at Risk" -- 3. Life-Course, Biography and Social Policy -- 3.1. The Life-Course as an Institutional Program and a Subjective Construction -- 3.1.1. Life‐course, Biography and Institutionalized Individualism -- 3.1.2. From Positions and Sequences to Identities over Time -- 3.1.3. Rationalization, Normalization and Social Control of the Life-Course: temporal Patterns and the "Autonomous" Individual 3.1.4. The Paradoxes of Individualization and the Politics of the Individual -- 3.2. The Organizational Regulation of Biographies -- 3.2.1. Human Service Organizations as Life-Course "Gate-Keepers" -- 3.2.2. People Processing and People Changing Institutions -- 3.2.3. Human Service Organizations as Discursive Environments for Self-Construction -- 3.2.4. Human Service Organizations as Subjectivation Devices -- 3.2.5. Towards an Analysis of Subjectivation Processes in Human Service Organizations -- 4. Analyzing Activation in Action -- 4.1. Street‐level Bureaucrats, Institutionalized Organizations and People Processing Organizations -- 4.1.1. Overcoming the Implementation-Control-Discretion-Narrative -- 4.1.2. From Street‐level Bureaucrats to Human Service Organizations -- 4.1.3. Human Service Organizations and their Institutionalized Environments -- 4.1.4. (De-)coupling and Organizational Fields -- 4.1.5. From Organizational Fields to Contradictory Institutional Logics -- 4.1.6. From Institutional Logics to Competing Orders of Worth:The Sociology of Conventions -- 4.1.7. Organizations as Devices for Complex Coordination: Conflicts and Compromises in Human Service Organizations -- 4.1.8. Human Service Work in the Light of the Sociology of Conventions -- 4.1.9. Conclusion: Applying Convention Theory for the Analysis of Human Service Work -- 5. Methodology, Research Design and Data Collection -- 5.1. A Focus on Activation Practices -- 5.1.1. Research design and data collection -- 5.1.2. Interviews, "Everyday Work Stories" and Participant Observation -- 5.1.3. Analysis of Documents and Texts -- 5.1.4. Data Analysis Strategies -- 6. Results -- 6.1. A Short Introduction to Motivational Semesters -- 6.1.1. Motivational Semesters as Complex Devices of Coordination -- 6.1.2. Contradictory Logics and their Practical Compromises 6.2. Conflicts Between Orders of Worth and situated Compromises in Human Service Work: The Case of Sanctions -- 6.2.1. The Institutional Script of the Sanctioning Procedure -- 6.2.2. From Rules to their Implements:The Local Interpretation of Sanctioning Rules -- 6.2.3. The Grey Sphere of Acting "Below the Conventions" -- 6.3. Gate‐keeping and the Negotiation of Employability: The Intermediary Function of Motivational Semesters -- 6.3.1. Exclusion Through Sorting Out -- 6.3.2. Flexibilising Job Aspirations -- 6.3.3. Dealing with Disappointed Expectations and the (Re-)Construction of Viable Job Aspirations -- 6.3.4. "Selling" Young Persons to Employers: A Process of Valuation and Mediation -- 6.4. Constructing the Client that Can Create Himself:Technologies of Agency and the Production of a Will -- 6.4.1. Constructing Viable Job Choices Through Guided Self-Exploration -- 6.4.2. Negotiating the Integration Contract -- 6.4.3. Private Problems Becoming Public Issues -- 6.4.4. Modulating Distance to Accommodate for the Pitfalls of the Contract -- 6.4.5. Subjectivation Practices: Valuation and the Preparation to the Conventional Demands of the Labor-Market -- 6.5. "Making Up" Viable Future Selves Through Evaluation -Working with the Portfolio-Tool -- 6.5.1. Elements of the Portfolio -- 6.5.2. Linking the administrative‐temporal order of the Motivational Semester with practices of Self-Exploration -- 6.5.3. Individual Self-Exploration and the Invocation of Individuality -- 6.5.4. Self-Assessments as Tools for Self-Discovery -- 6.5.5. Panoptical Evaluation and Self-Improvement -- 6.5.6. Biographical Self-Scrutiny and the Continual Limitation of the Space of Possibilities -- 6.5.7. Linking the Biographical to the Structural: Learning to Describe Oneself in the Evaluative Vocabulary of the Labor-Market 6.6. Guided Self-Exploration as a "Narrative Machinery" that Produces Intelligible Subjects -- 6.6.1. Activating a Biographical "Care" for the Self -- 7. General Conclusion and Discussion of Main Results -- 7.1. Organizations as the "Missing Link" for the Mediation Between Systemic Requirements and Subjectivity -- 7.2. The institutional Production of Subjectivity:Biographisation - Valuation - Optimisation - Autonomisation -- 7.2.1. Biographisation -- 7.2.2. (E-)valuation and Mediation -- 7.2.3. Optimisation -- 7.2.4. Discretion and Invisible Work as a Precarious Precondition for Successful Coordination -- 7.2.5. Risks and Limits of Institutionalised Individualism: "Autonomy Gaps" in Welfare Polices -- 7.2.6. Subjectivation Practices Between Subjection and Enablement -- 8. Bibliography -- 9. Annex -- Acronyms and Abbreviations -- List of Figures and Tables Youth-Employment Germany Übergang Sozialwissenschaften (DE-588)4681060-2 gnd Berufsbildung (DE-588)4069342-9 gnd Jugend (DE-588)4028859-6 gnd Sozialstaat (DE-588)4055896-4 gnd Sozialpolitik (DE-588)4055879-4 gnd Arbeitswelt (DE-588)4002805-7 gnd |
| subject_GND | (DE-588)4681060-2 (DE-588)4069342-9 (DE-588)4028859-6 (DE-588)4055896-4 (DE-588)4055879-4 (DE-588)4002805-7 (DE-588)4113937-9 |
| title | Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action |
| title_auth | Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action |
| title_exact_search | Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action |
| title_exact_search_txtP | Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action |
| title_full | Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action |
| title_fullStr | Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action |
| title_full_unstemmed | Regulating Transitions from School to Work An Institutional Ethnography of Activation Work in Action |
| title_short | Regulating Transitions from School to Work |
| title_sort | regulating transitions from school to work an institutional ethnography of activation work in action |
| title_sub | An Institutional Ethnography of Activation Work in Action |
| topic | Youth-Employment Germany Übergang Sozialwissenschaften (DE-588)4681060-2 gnd Berufsbildung (DE-588)4069342-9 gnd Jugend (DE-588)4028859-6 gnd Sozialstaat (DE-588)4055896-4 gnd Sozialpolitik (DE-588)4055879-4 gnd Arbeitswelt (DE-588)4002805-7 gnd |
| topic_facet | Youth-Employment Germany Übergang Sozialwissenschaften Berufsbildung Jugend Sozialstaat Sozialpolitik Arbeitswelt Hochschulschrift |
| work_keys_str_mv | AT dahmenstephan regulatingtransitionsfromschooltoworkaninstitutionalethnographyofactivationworkinaction |