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Dropping out and a crisis of trust

Dropping out and a crisis of trust This article focuses on the high dropout rate in the Danish vocational education system. The article seeks to analyse the dropout problem using the concept of trust. By taking this perspective on the dropout problem, the article seeks to replace the hitherto-dominant deficit of understanding within the Danish dropout research, which has focused on the so-called crisis of motivation in which students are regarded as lacking sufficient motivation to complete a vocational education. It is asserted that the strong focus on students' lack of motivation contributes to individualizing and psychologizing the dropout problem. On the basis of the concept of trust forwarded by thinkers such as Luhmann, the article seeks to redefine the dropout problem as a problem of trust, thereby aiming to introduce a more comprehensive and relational understanding of student dropouts. The assertion that trust and distrust are key dimensions of the dropout problem is supported by results from an interview study in which 108 Danish school students were interviewed on completion and dropping out and in light of a tangible account of the shift from a motivational to a trust-based perspective. Three conditions are set forth as central themes relative to the student dropout process. These are (1) the primary school's lack of relevance for a group of students, (2) the numerous free riders in vocational education and (3) a lack of work placement spaces. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nordic Psychology Taylor & Francis

Dropping out and a crisis of trust

Nordic Psychology , Volume 67 (2): 14 – Apr 3, 2015
14 pages

Dropping out and a crisis of trust

Abstract

This article focuses on the high dropout rate in the Danish vocational education system. The article seeks to analyse the dropout problem using the concept of trust. By taking this perspective on the dropout problem, the article seeks to replace the hitherto-dominant deficit of understanding within the Danish dropout research, which has focused on the so-called crisis of motivation in which students are regarded as lacking sufficient motivation to complete a vocational education. It is...
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Publisher
Taylor & Francis
Copyright
© 2015 The Editors of Nordic Psychology
ISSN
1904-0016
eISSN
1901-2276
DOI
10.1080/19012276.2015.1028763
Publisher site
See Article on Publisher Site

Abstract

This article focuses on the high dropout rate in the Danish vocational education system. The article seeks to analyse the dropout problem using the concept of trust. By taking this perspective on the dropout problem, the article seeks to replace the hitherto-dominant deficit of understanding within the Danish dropout research, which has focused on the so-called crisis of motivation in which students are regarded as lacking sufficient motivation to complete a vocational education. It is asserted that the strong focus on students' lack of motivation contributes to individualizing and psychologizing the dropout problem. On the basis of the concept of trust forwarded by thinkers such as Luhmann, the article seeks to redefine the dropout problem as a problem of trust, thereby aiming to introduce a more comprehensive and relational understanding of student dropouts. The assertion that trust and distrust are key dimensions of the dropout problem is supported by results from an interview study in which 108 Danish school students were interviewed on completion and dropping out and in light of a tangible account of the shift from a motivational to a trust-based perspective. Three conditions are set forth as central themes relative to the student dropout process. These are (1) the primary school's lack of relevance for a group of students, (2) the numerous free riders in vocational education and (3) a lack of work placement spaces.

Journal

Nordic PsychologyTaylor & Francis

Published: Apr 3, 2015

Keywords: dropout; trust; VET education; learning

References