Self-socialization and post traditional society

Heinz, Walter R.

doi:10.1016/s1040-2608(02)80029-6

Cited by 74 publications

(44 citation statements)

References 7 publications

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“…In such a climate, personal characteristics, and resources (e.g., psychological and physical health; family socioeconomic status) may become increasingly important in determining how young people fare in the face of changing opportunity structures and the absence of institutional supports, normative controls, and clear life scripts. This is consistent with themes of recent social theories that depict the modern world as unpredictable and full of risks that must be assumed and negotiated by individuals (e.g., Beck 2000;Giddens 2002;Heinz 2003a). Highly individualized routes into adulthood not only leave individuals feeling as if their experiences are unique, but in reality have uncertain outcomes.…”

Section: Managing Uncertainty and Delaysupporting

confidence: 86%

Passages to Adulthood: Linking Demographic Change and Human Development

Settersten

2007

Eur J Population

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This article explores how demographic change has altered the terrain of early adult life. It considers some new and possible hallmarks of this period of life; some of the psychological capacities and social skills that may serve young people well in a variety of contexts; and the role of families and welfare states as sources of developmental exploration or drift, resilience or risk. The article points to the early adult years as a critical juncture for understanding the accumulation of advantage and disadvantage over the life course, and it shows how a stronger partnership between demography and human development offers promising new avenues for generating innovative theories and research on the transition to adulthood.

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Section: Managing Uncertainty and Delaysupporting

confidence: 86%

Passages to Adulthood: Linking Demographic Change and Human Development

Settersten

2007

Eur J Population

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“…While such networks are heterogeneous and tend to reproduce social inequality they obviously are a relevant starting point for empowerment oriented policies. This goes along with recent shifts in socialisation theory from traditional concepts of institutionally bound socialisation towards self-socialisation (Heinz, 2002) or biographical self-organisation (Hurrelmann, 2003). Informal networks obviously play a prominent role in theoretical frameworks in which the relationship between biographical narration and actual experience and agency can be reconstructed under consideration of resources and contexts.…”

Section: Ambivalences: From Educational Plans Towards Learning Networkmentioning

confidence: 99%

De-standardised pathways to adulthood: European perspectives on informal learning in informal networks

Stauber¹,

Walther²

2006

PapRevSoc

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Becoming adult in the context of de-standardised life course transitions means new demands for the young women and men concerned. While those with higher social and cultural capital cope more easily with shaping individualised transitions, those with restricted resources and opportunities are under pressure of adaptation and at risk of exclusion. While de-standardisation can be regarded as a general trend, it takes varying shape across different European transition regimes whereby different regulative, normative and policy contexts of youth transitions are clustered. The article relates to the European YOYO study which has explored new learning demands and new learning strategies of young people in a comparative perspective. An exemplary illustration refers to the way in which young Germans make use of informal learning networks to cope with these demands. This micro perspective is related to the macro perspective by reflecting the scopes of individual agency provided by different transition regimes. Key words: youth transitions, new learning demands, new learning strategies, learning networks. Resum. Itineraris desestandarditzats a l'edat adulta: la perspectiva europea de l'aprenentatge informal a xarxes informalsEsdevenir adult en el context de les transicions desestandarditzades de la vida comporta noves demandes per part dels joves, els homes i les dones afectats. Mentre que aquells que disposen d'un capital social i cultural més elevat poden modelar més fàcilment les transicions individualitzades, aquells que no disposen de tants recursos ni oportunitats es troben sota la pressió d'adaptar-se i davant el perill de l'exclusió. Si bé la desestandardització es pot veure com una tendència general, adopta diferents formes en els diferents règims de transició europeus a través dels quals s'agrupen diferents contextos regulatius, normatius i polítics de les transicions juvenils. L'article està relacionat amb l'estudi europeu YOYO, que ha explorat noves demandes d'ensenyament i noves estratègies d'ensenyament dels joves des d'un punt de vista comparatiu. Un exemple il·lustratiu fa referència a com els joves alemanys utilitzen xarxes d'aprenentatge informals per poder fer front a aquestes demandes. Aquesta microperspectiva està relacionada amb la macro perspectiva, ja que reflecteix l'abast de l'agència individual que proporcionen els diferents règims de transició. Paraules clau: la transició dels joves, noves demandes per a l'aprenentatge, noves estratègies d'aprenentatge, xarxes d'aprenentatge. With the increasing erosion of female and male standard biographies the topic of life course transitions has gained in relevance. In the framework of institutionalised life courses, transitions from youth to adulthood are foreseen to follow specific trajectories according to educational level and gender. However, if life, as young men and women themselves experience it, does no longer fit to normative institutional assumptions; if transitions occur more frequently, take longer time and are less predictable, they cau...

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“…Standardization was followed by destandardization. Chronologization waned and was replaced by individualization, as people were both allowed and required to exercise more individual agency to chart their way through the life course and to determine for themselves the timing of the transitions from one life stage to the next [Heinz, 2002]. For example, the transition from education to work became blurred and prolonged, as young people increas- ingly combined secondary and tertiary education with part-time or full-time work, and the transition to full-time work became increasingly precarious and unstable, as union-protected jobs became replaced by short-term jobs and temporary contracts.…”

Section: Developed Countries In the Modern Era: From Institutionalizamentioning

confidence: 99%

Life Stage Concepts across History and Cultures: Proposal for a New Field on Indigenous Life Stages

Arnett¹

2016

Human Development

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This paper draws attention to the pervasiveness of life stage concepts in human cultures and advocates the creation of a new field of study on indigenous life stage concepts. First, historical and cultural examples are presented to illustrate the widespread use of life stage concepts across times and places. Then, sociological research on the institutionalization of life stages in the 19th and 20th centuries in industrial societies is summarized, but with a new interpretation of how those life stage concepts arose. Next, the idea of life stages as master narratives is proposed, as a way of explaining how life stages provide the raw material for individuals to construct a personal identity narrative. The paper concludes by proposing that the exploration of indigenous life stage concepts is an exciting new potential field of study.

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Self-socialization and post traditional society

Cited by 74 publications

References 7 publications

Passages to Adulthood: Linking Demographic Change and Human Development

Passages to Adulthood: Linking Demographic Change and Human Development

De-standardised pathways to adulthood: European perspectives on informal learning in informal networks

Life Stage Concepts across History and Cultures: Proposal for a New Field on Indigenous Life Stages

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