Suchergebnisse

Related publication (in german): https://digitalcollection.zhaw.ch/handle/11475/22446 ; In 2020, when pictures circulated in the media in Switzerland of people standing in lines of several hundred meters to receive free food, the public reacted in shock and disbelief. In the cities of Geneva, Zurich, and Basel, poverty suddenly became publicly apparent, moving from "marginal poverty" to "disqualifying poverty", a form of poverty that affects broad and heterogeneous populations (Paugam 2008). This raises fundamental questions about social inclusion: Who is poor and why? Who is entitled to assistance? (Kronauer 2002, p. 76). Our proposed paper is based on our study "Data collection: pandemic-related free food" for the city of Zurich with the questions: who are the people standing in lines? Why can't they be (sufficiently) supported by regular social services? Qualitative interviews (cf. Spradley) with experts in social work and with persons concerned revealed 9 highly heterogeneous configurations of problems. Of these, three groups (Sans-Papiers, Sexworkers and people with limited residence rights) are excluded or restricted from receiving social assistance by legal frameworks. As systemic factors, these lead to social exclusion and thus to the formation of disqualifying poverty in Paugam's sense. The results were discussed with political leaders of the city of Zurich and led to the development of a municipal pilot project. The paper discusses this collaborative knowledge building, which led to a positive impact for the social inclusion of particularly vulnerable groups. Currently, the collaboration continues through evaluation of the implementation of the pilot project. The first results will be shared in the discussion.

In 2013, almost 73% of all 0-3-year-old children and around 55% of all 4-12-year-old children were taken care of externally up to 30 or more hours per week (cf. FSO, 2014). The need for external childcare that complements schooling and relieves the burden on parents is continuing to grow. At the centre of the political-medial but also professional discourse is the question of the optimal fostering children's competencies. Despite a relatively clear idea of what competencies an adult person should have (cf. OECD 2003), education as such and the normative concepts of life and society associated with it hardly seem to be a topic of discussion any more (cf. Lessenich, 2008).
According to Winkler (2006b), education can be described as a reality in which forms of life, social order and worldview are always powerfully negotiated within the framework of generational orders. This means that in educational practices, ideas about social order and worldview are consciously or unconsciously 'negotiated' without further explaining what they contain or how they manifest themselves concretely in educational practices.
Nevertheless, such notions are present in the sense of world and social images and significantly shape the educational process in the form of implicit knowledge. The present project ties in with this discursive and scientific gap. Our research aims to contribute to the empirical description of current institutional educational practices by analyzing and explicating the notions of social order that influence the educational process. The central research question is: Which notions of social order are expressed in the context of institutional education in the educational practices of professionals and how are they conveyed in interactions with children and adolescents?
By means of an ethnographic approach, different contrasting cases of institutional education from the field of supplementary childcare as well as from the field of resocialisation will be investigated for different age groups. The expected results of the research project proposed here focus on a systematic analysis of normative foundations, of ideas about social order, which form and shape current educational practices in the context of institutional education. Based on the existing research desideratum, which is outlined below, the study is explorative in nature.