Theory of disadvantage

Project description

In recent years, several movements and lines of development have contributed to the question of the conditions and limits of social participation once again becoming the focus of attention in social and educational science. Obviously, the internationally prospering economy is less and less successful in realizing the social integration mandate, realized through social and educational policy. In the wake of social development, as it were, precarious living situations are emerging as an area of danger and risk in Europe's so-called post-industrial societies.

The suspension of social reason is being investigated in three types of research projects in the Department of Vocational and Business Education at the University of Siegen: Smaller research projects with employers' associations in the region are redesigning career choice orientation with a consistent subject orientation. A larger research project deals with literacy issues for young people aged 18 to 25. A third, basic theory project deals with processes of exclusion and inclusion with regard to the socialization perspectives of the disadvantaged.

First research papers:

• Huisinga, Richard (2005): On the transformation of the vocational education system through the change in its reproductive functions. In: Vocational pedagogical explorations. A Festschrift for Martin Kipp. Frankfurt a.M.: G.A.F.B.. S. 233 - 253.
• Seubert, Rolf (2006): Foreign young people between school and vocational training. In: SiSo, No. 2, Vol. 11, 56 - 65.
• Buchmann, Ulrike (2006): Disadvantaged young people = dropouts? A vocational and business education exploration of the perspectives of one fifth of the next generation. In: SiSo, No. 2, Vol. 11, 56 - 65.
• Huisinga, Richard (2007): Precarization of working conditions as an educational sustainability problem. In: Greb, Ulrike; Schüssler, Ingebourg (eds.): Vocational training as a sustainable resource. Frankfurt a.M.: G.A.F.B..
• Huisinga Richard; Buchmann, Ulrike (2007): Teaching basic education in the context of business and work: conceptualization, development, testing and evaluation of a prospectively oriented literacy and basic education concept for young adults.
• Biermann, Horst/Buchmann, Ulrike, Friese, Marianne (2009): Professional policy needs for action. In: Section for Vocational and Business Education in the German Society for Educational Science (DGfE) (ed.): Memorandum on the professionalization of educational staff in integration support from the perspective of vocational education science. Bonn: Pahl-Rugenstein, 36 - 46.
• Buchmann, Ulrike/Huisinga, Richard (2012): Subject development and inclusion in the transition system. Reflections on a research program. In: Bojanowski, Arnulf/Eckert, Manfred (eds.): Black Box Übergangssystem. Münster: Waxmann-Verlag; 143-156.
• Buchmann, Ulrike/Bylinski, Ursula (2013): Trainingand professionalization of specialists for inclusive education. In: Döbert, Hans/Weishaupt, Horst (eds.) (2013): Designing inclusive education professionally. Situation analysis and recommendations for action. Münster: Waxmann; 147-202.
• Buchmann, Ulrike (2013): Südwestfalen inklusiv - Inszenierung regionaler Netzwerkstrukturen als Bildungs- und Entwicklungslandschaften In: Habscheid, Stephan/Hoch, Gero/Sahm, Heike/Stein, Volker (eds.) (2013): Look at this region! South Westphalia as a case and type. DIAGONAL volume 2013, 263-278.
• Buchmann, Ulrike (2013): From tagging to domain. Neue curriculare Wege zur Alphabetisierung und Grundbildung Jugendlicher In: Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete (VHN), 4, 82. Jg., (2013), München: Ernst Rein-hardt Verlag, 294-310.
• Buchmann, Ulrike/Gimbel, Katharina (2015): Zur Dramatik der kulturellen Bildung - als sprachliche Tautologie gleichzeitig wissenschaftliche Referenz für Curricula mit Inklusionsanspruch. In: SI:SO, 1/2015, vol. 20, 68-79.
• Buchmann, Ulrike/Büchter, Karin/ Kremer, H.-Hugo (eds.) (2016): Inclusion in vocational education and training. Vocational and business education online. Issue 30, 1-4. Online: http://www.bwpat.de/ausgabe30/_bwpat30.pdf (24-06-2016).
• Buchmann, Ulrike (2016): Rethinking vocational teacher training: Inclusion requires professionalism! In: Bylinski, Ursula/Rützel, Josef (ed.) (2016): Inklusion als Chance und Gewinn für eine differenzierte Berufsbildung, series: Berichte zur beruflichen Bildung. Bielefeld: W. Bertelsmann Verlag, 233-244.
• Buchmann, Ulrike (2018): Professionalization for vocational education and training with a claim to inclusion. In: Buschfeld, Detlef/Cleef, Maria (eds.): Diversity of learning in the context of vocational standards. Münster: Waxmann, 17 - 28.
• Buchmann, Ulrike (2018): On the relationship between diversity, migration and inclusion in vocational education and training. In: Arnold, Rolf/Lipsmeier, Antonius/Rohs, Matthias (2018): Handbook of Vocational Education and Training. Heidelberg: Springer, DOI: https://doi.org/10.1007/978-3-658-19372-0_13-1; pp. 137-149.