Jugend im Internat : Eine Untersuchung zum Erleben von Fremd-, Mit- und Selbstbestimmung im Spannungsverhältnis von Jugend- und Organisationsleben

As a living space for young people, boarding schools are special educational organizations that are characterized by the fact that they frame the everyday life of their residents comprehensively through rules and routines as externally determined structures. At the same time, the adolescents grow up together with their peers, spend their everyday lives together, and go through educational and development processes that - at least typical of the ideal - lead to independent and self-determined people who participate in society. As part of the work, the entanglement of youth and organizational life associated with growing up in boarding schools was examined, which takes place in both the theoretical and empirical part of the work. Here a tension is assumed, with which both the young people and the boarding schools have to deal as educational organizations. At the center of the consideration are the constitution and the experience of external-determination, co-determination and self-determination in the boarding school from the perspective of the young people. Overall, both the organizational framework of the lives of the residents are examined by considering central rules and control structures, as well as options for influencing and making room for decision-making on one's own life and the boarding schools themselves. The own study focuses on the perception and experience of the residents. Through nine group discussions at different boarding schools with young people, which were evaluated on the basis of the documentary method, it is worked out which possibilities of co-determination and self-determination as well as which forms of external determination and associated control, if any, the young people experience and how they perceive them. Against the background of the assumed tension between youth and organizational life, (collective) orientations in the experience of external, co-determination and self-determination as well as practices for coping with a possible tension relationship are reconstructed. It can be seen that all boarding schools examined have certain externally determined structures that shape the everyday life of young people, but to which young people behave differently. This can be explained on the one hand by reconstructed present and future orientations, on the other hand by lack of experience of effectiveness in organizationally implemented co-determination committees etc. lead back. In addition to comprehensive discourse descriptions, three types were ultimately formed by contrasting the results: Type 1: The advocates of external determination, Type 2a: The organized codeterminers Type 2b: The informal influencers.