Educational Transitions in War and Refugee Contexts: Youth Biographies in Afghanistan and Austria

Abstract: This article addresses educational transitions under conditions of multiple insecurities. By analyzing empirical data of two research projects with youths in Afghanistan and refugee students in Austria, we show how young peoplemake sense of the social and educational inequalities they encounter on their educational pathways within different national, socio‐political, and institutional contexts. We present in‐depth analyses of two cases to elaborate how young people in different parts of the world conceive of their futures when basic security needs are not met, and how they make sense of the social and educational inequalities they face during their transition processes. After living through repeatedly fractured perspectives, young people have to make sense of their biographical experiences and continuously (re)design their plans while facing uncertain futures. In the Afghan Youth Project, we reconstructed a collective - and morally charged - biographical orientation of future plans

Angaben zum Objekt

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch
• Anmerkungen: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: Social Inclusion ; 10 (2022) 2 ; 302-312

Klassifikation und Themen

• Klassifikation: Erziehung, Schul- und Bildungswesen

Beteiligte, Orts- und Zeitangaben

• Ereignis: Veröffentlichung
• (wo): Mannheim
• (wer): SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
• (wann): 2022
• Urheber: Thoma, Nadja ; Langer, Phil C.

Weitere Informationen

• DOI: 10.17645/si.v10i2.5156
• URN: urn:nbn:de:101:1-2023090410550723331726
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 25.03.2025, 13:48 MEZ