Producing Individuality: How Occupational Trajectories Are Embedded in Educational Practices

Referring to the pragmatist process perspective of social order and the constitution of self (Dewey, Mead, Strauss) I´d like to propose a conceptual suggestion and present empirical findings, that combine this perspective with a socio-historical understanding of the subject matter (Foucault). The concept will be presented in interplay of theoretical considerations and empirical results that derive from a current research project about the transition preparations in school and mentoring projects (school to work transition). I will specifically focus on schools because they are major institutions for the organized production of subjects.

Mead and Strauss described the different processes, phases and social interrelations that shape identity/the individual. On this perspective, identity is a constant course of action and interaction between different concerned actors, things and the work of the individual on the integration of the plenty “me`s” to a self. This process can be conceptualized as a trajectory of the subject that helps to study this ongoing transformation. The trajectory concept allows the analysis of two perspectives. On the one hand all the situated and participating actors and (inter-) actions come into focus. On the other hand the perception and experience of the subject in this process can be understood.

Interwoven with these practices of the self are typical historical knowledge formations of the subject itself. In contrast to the pragmatist process perspective Foucault offers such a historical conceptualization about the emergence of the individual. This includes sensitivity towards questions of power and their productive effects in specific institutions. Linking pragmatist concepts with a discourse approach will enable a balanced theoretical conceptualization of individuality in modern societies and elaborate analytical tools for research.