Aggression, Recognition and Qualification: On the Social Psychology of Adult Education in Everyday Life. [Publications from the Adult Education Research Group].

Autor/in	Weber, Kirsten
Institution	Roskilde Univ. Center (Denmark).
Titel	Aggression, Recognition and Qualification: On the Social Psychology of Adult Education in Everyday Life. [Publications from the Adult Education Research Group].
Quelle	(2001), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1395-6833
ISBN	87-7349-512-3
Schlagwörter	Adult Education; Aggression; Allied Health Occupations Education; Allied Health Personnel; Developed Nations; Employed Women; Foreign Countries; Intergroup Relations; Job Training; Labeling (of Persons); Language Role; Males; Sex Fairness; Sex Stereotypes; Sexual Harassment; Social Attitudes; Social Psychology; Social Support Groups; Unskilled Occupations; Unskilled Workers; Verbal Abuse; Youth Clubs; Denmark + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Developed countries; Industriestaat; Industrieland; 'Female employment; Women''s employment'; Frauenbeschäftigung; Ausland; Intergruppenbeziehungen; Berufsqualifizierender Bildungsgang; Labeling-Ansatz; Male; Männliches Geschlecht; Sexualaufklärung; Sexuelle Belästigung; Social attidude; Soziale Einstellung; Sozialpsychologie; Social support; Soziale Unterstützung; Unskilled worker; Hilfsarbeiter; Jugendfreizeitstätte; Dänemark
Abstract	This paper discusses the impact of life history and everyday life in the context of training unskilled adults for social work in Denmark. It describes origins of these two texts used as empirical material: a discussion by a group of long-term unemployed skilled adult male workers who went through a 2-year training program to obtain permanent employment as wardens in a psychiatric hospital (traditionally a man's job), and an interview with a mixed gender group of adult workers in youth clubs who completed a 2-year part-time program designed to match their jobs which they kept only if they completed the training. Analysis focuses on "uncouth" outbursts of aggression--on collectively agreed statements about others that were surprising and disquieting in the relaxed, permissive context of research interview and discussion. A passage from the male group is named one of many where the perception of women becomes the discussion's theme and men speak of women who talk about women's things and do their job poorly and about oppression and humiliation of men by women. A passage of the mixed gender group interview is an example of participants' aggressive labeling of student colleagues. The verbal abuse is demonstrated to be rooted in adult students' wish for personal and societal recognition. Finally, the paper elaborates on the underlying understanding of one medium of communication--language. (Contains 42 references.) (YLB)
Anmerkungen	For full text: http://www.ulusofona.pt/inst/eventos/esrea/papers/kirsten_weber.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC