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Interactional competences in institutional practices: young people between school and the workplace (IC-You)
Titre du projet
Interactional competences in institutional practices: young people between school and the workplace (IC-You)
Description
With increased mobility, rapid demographic change and the growing diversification of economic and cultural landscapes, the social integration of youth through school and the professions has come into unprecedented critical scrutiny across Europe. In parallel, interactional competence has been put in the forefront of educational research and policy as key to people’s adaptation to and membership in the ever-changing social world. The two focal objects of these debates, however, have so far been approached separately: What is the role of interactional competences in young people's pathways from education to work? To what degree do interactional competences function as catalysts for recognition and success, as a target of (often implicit) institutional mechanisms of evaluation? This project is designed as an interdisciplinary investigation into the dynamic relationship between young people’s interactional competences and the larger social institutions within which they operate. The project’s empirical focus is on a number of key moments in the social trajectories of young people (up to the age of 25): Obligatory and post-obligatory schooling, professional training, job interviews, speech therapy sessions and the first steps into work life. These represent institutionally defined, highly selective stepping-stones into the future, where interactional competences play a central role – whether officially recognized as such or not. Bringing together five research groups from applied linguistics, education sciences, psychology of work, sociology and speech therapy, the project addresses the following questions: - Legitimate competence: What are the concrete institutional demands and expectations that school and the professions put on young people's interactional competences? - Mechanisms of legitimization: What are the micro-mechanisms through which young people’s interactional competences are assessed in the very course of practical activities within the institutions, as part of larger (both overt and hidden) processes of social legitimization? - The social construction of the institutional order: How do these competences and the mechanisms of their legitimization in turn both shape and reflect social institutions and people's understanding of these? - (Dis)continuities between key moments of youths’ trajectories: What continuities and discontinuities exist between the institutional logics of assessment regarding young people’s interactional competences at key moments on their path towards the world of work and adulthood? A qualitative methodology is used to investigate the complex relation between young people's actual practices within the institutions, their enacted representations of institutional norms and the declared institutional policies. Focusing primarily on the micro-details of social interactions, the project offers empirically grounded knowledge about the concrete institutional conditions that shape young people’s access to the work market and to higher education. Its added value lies in addressing interactional competences in a way that transcends both the disciplinary and the empirical compartmentalization that generally characterizes the study of institutional practices. The findings are expected to offer significant input for future social and educational policies. The project enriches an interdisciplinary understanding of concepts that are fundamental to research in the human and social sciences, such as interactional competence, social representation and institution, and provides significant steps toward designing and implementing qualitative research methods that are intercompatible among the participating disciplines.
Statut
Completed
Date de début
1 Janvier 2012
Date de fin
31 Décembre 2015
Chercheurs
González-Martínez, Esther
Filliettaz, Laurent
Stoenica Ioanna, Maria
Zogmal, Marianne
Heyde, Cornelia
Markaki, Vassiliki
Durand, Isabelle
Ursi Biagio, Francesco
Hunziker, Christa
Corvalan, Paloma
Trévert, Dominique
Identifiant interne
15402
identifiant
31 Résultats
Voici les éléments 1 - 10 sur 31
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Pourquoi et comment combiner analyse quantitative et analyse conversationnelle ? Illustration au travers du rôle des rires dans les séances d’orthophonie
2016-5-19, Petitjean, Cécile
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Le rire cordial dans les demandes téléphoniques par de jeunes infirmières à l’hôpital
2016-12-2, Gonzalez-Martinez, Esther, Petitjean, Cécile
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Le rôle des rires dans les séquences de correction en contexte de thérapie logopédique
2015-6-9, Petitjean, Cécile
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L'humour en classe: perturbateur et/ou facilitateur des apprentissages ?
2014-3-18, Petitjean, Cécile
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Les fonctions communicatives des rires dans les séances de logopédie
2015-4-24, Petitjean, Cécile
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Humour et opportunités d’apprentissage en classe de français langue première
2013-11-16, Petitjean, Cécile
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Les pratiques humoristiques dans des interactions en classe de français. Transition de l’école obligatoire à l’école post-obligatoire en Suisse romande
2015-12-1, Petitjean, Cécile
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The expression of personal opinions in the classroom: insights into teachers’ implicit legitimization of students’ competences
2014-9-11, Degoumois, Virginie
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... mais ça dépend parce que-(...) enfin: je sais pas.: la gestion interactionnelle des positionnements épistémiques en milieu scolaire
2013-5-13, Degoumois, Virginie
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Formuler une opinion personnelle en classe de secondaire: Le rôle des positionnements épistémiques dans la prise de risque interactionnelle
2015-1-29, Degoumois, Virginie