Socialna pedagogika, 2002 vol. 6, št. 2, str. 111-140.

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Članek govori o udeleženosti etničnih manjšin v mladoletniškem kriminalu. Temelji na samo-prijavljitveni študiji, izvedeni leta 2000 v različnih območjih Nemčije, na vzoreu 11.071 všolanih 15-letnikov, Mladostnike raz1ičnih etničnih pripadnosti primerja glede na njihovo udeležbho v kaznivih dejanjih zoper življenje in telo ter premoženjskih kaznivih dejanjih. S pomočjo regresijske analize po korakih analizira vpliv spremenljivk socio-ekonomskega statusa, nezaposlenosti staršev, izobraževa1nega statusa mladih, trpinčenja v otroštvu in predvsem norm moškosti, ki legitimizirajo nasilje. Pomembno povezanost nasilnega vedenja z normami moškosti, ki legitimizirajo nasilje, pojasnjuje s kulturo časti, ki je v različni meri značilna za različne narodnostne skupine. Nasilje pa pojasnjujeta še dejstvi, da so bili pniseljenski mladostniki v otroštvu pogosteje viktimizirani s strani staršev, ter njihov depriviligiran družbeni po1ožaj v gostujoči deželi.

Ključne besede: priseljenci, mladoletniško prestopništvo, nasilje, kultura časti, norme moškosti, ki legitimizirajo nasilje, socialno ekonomskoi status, trpinčenje v otroštvu, stališča do nasilja

The article presents research on ethnic minorities' involvement in juvenile crime. It is based on the results of a self-reported study carried out in Germany in the year 2000. The sample consists of 11.071 15-year old students. The juveniles of different ethnical backgrounds are compared according to their involvement in property and violent offences. Using hierarchical regression analysis, the study analyses the variables of socio-economic status, parental unemployment, level of schooling, parental maltreatment and especially violence legitimizing norms of masculinity in order to explain ethnic differences in juvenile violent and property crime. Significant correlation between violent behavior and violence legitimizing norms of masculinity can be explained with the culture of honor which varies from one ethnic group to another. Violence can also be explained with parental maltreatment of migrant youngsters and with their deprivileged social position in the host-country.

Key words: immigrants, juvenile delinquency, violence, culture of honor, violence legitimizing norms of masculinity, socio-economic status, childhood maltreatment, attitudes towards violence

Socialna pedagogika, 2002 vol. 6, št. 2, str. 141-154.

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Kulturo v njenem širšem smislu vidim - po vzoru del birminghamskega Centra za študije sodobne kulture, ki segajo v 70. in 80. leta preteklega stoletja - kot orodje odpora. Po Bourdieu (1986) je kultura orodje prevlade. Članek se ukvarja z vprašanjem, kakšno vlogo ima kultura pri konstrukciji in reprodukciji identitete. Delo izhaja iz etnografskega raziskovanja subkulturne scene avtomobilskih dirkačev, članov helsinškega dirkalnega kluba. Ker so prostočasne dejavnosti fantov - pripadnikov delavskega razreda, zajetih v raziskavo - uporniške oz. odklonske, svojo kulturo uporabljajo za gradnjo identitete pa tudi za poustvarjanje tradicionalne finske avtomobilsko usmerjene moškosti. Te vrste gradnja identitete je posebej pomembna za tiste mlade, katerih izbire in dejanja ne ustrezajo pričakovanjem glavnega družbenega toka. Z ustvarjanjem identitete znotraj avtomobilsko usmerjene kulture in z reproduciranjem tradicionalne moškosti ti mladi dosegajo občutek lastne vrednosti. Kljub temu, da živijo tvegano, izražajo nacionalizem, rasizem in odklonilen odnos do zdravja ter varnosti. Ti fantje so deležni spoštovanja svojih vrstnikov, medtem ko znotraj širše družbe - tekmovalno usmerjene in k uspehu naravnane - ne morejo postati njeni spoštovani člani.

Ključne besede: subkultura avtomobilskih dirkačev, etnografsko raziskovanje, delavski razred, spolna identiteta

Culture has been largely seen as a tool of resistance following the works of the Centre of Contemporary Cultural Studies in Birmingham in the 1970s and 1980s. Alternatively, culture has been seen as a tool of domination by, e.g., Bourdieu 1986. This is an attempt towards exploring how culture serves the construction and reproduction of identity. My work is based on ethnographic field work among the subcultural scene of street racing in Helsinki, and a group of Helsinki street racers immersed in a "Cruising Club". While these investigated working class boys' leisure practices are simultaneously resistant and subordinate, they use their culture for identity construction and the reproduction of a traditional, Finnish car-oriented masculinity. This "identity work" becomes especially important for youth whose choices and actions do not fit the main stream's expectations. Through identity construction within the car-oriented culture, and through the reproduction of a traditional masculinity, these youth come to possess a sense of self-worth even when expressing recklessness, nationalism, racism and a disregard of health and safety. These boys are seen as dignified by their peers, although the success-oriented, competitive society at large never would give them that appreciation.

Key words: subcultural scene of street racing, etnographic field work, working class, gender identity

Socialna pedagogika, 2002 vol. 6, št. 2, str. 155-182.

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Avtor poskuša opredeliti emocionalno ozadje nasilnega vedenja in nakazati pogojenost čustvenega odzivanja z družbenimi dejavniki. Piše o vplivu različnih dejavnikov s področja družbenega, ki vplivajo na človeka, predvsem v smislu oblikovanja meril za tisto, kar naj mu bo pomembno (hierarhija in vsebina vrednot). Pozornost namenja tudi procesom, prek katerih družba posamezniku posreduje razlage in osmislitve emocionalnega reagiranja. Zanima ga, kako družba posameznika usmerja, omejuje, napeljuje glede tega, kako naj razume čustvena ozadja tega, da smo nasilni ali da so drugi nasilni.

Ključne besede: nasilje, čustva, družbena konstrukcija, vrednote, KER model

The article tries to define the emotional background of violent behaviour, and explains the interdependence of emotional responses and social factors. It describes various social factors which influence us, mainly in the sense of setting values and priorities, and looks at the channels through which the society provides explanations and makes sense of our emotional reactions. It analyses the ways the society directs, limits and persuades us to understand the emotional background of our or somebody else's violent behaviour.

Key words: violence, emotions, social construction, values, KER model

Socialna pedagogika, 2002 vol. 6, št. 2, str. 155-182.

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Prispevek išče odgovor na vprašanje legitimnosti vzgoje. Obravnava Herbartovo tezo o nasilni vzgoji brez pouka. Ob raziskovanju tega področja se zdi, kot da ves čas hodimo po zelo tankem ledu, ki ga zlahka predremo. V vprašanju legitimnosti se prepletata etična in socialna komponenta, prva v okviru človekovih pravic, druga kot zvezda stalnica. V iskanju upravičenosti vzgoje (z ali brez pouka) ne moremo ne mimo ene ne mimo druge. Herbart ločuje vzgojo in izobraževanje, izpostavlja pa se pomen njunega enakovrednega razmerja. Dvom v upravičenost lastnega delovanja teži k presežku nasilja. Legitimnost vzgoje brez pouka osmisli vsebina, ki je vzgojiteljev predmet poučevanja in upraviči njegovo delovanje.

Ključne besede: vzgoja, izobraževanje, legitimnost, etika, vzgojitelj, učitelj

This article looks for answers to the question of legitimacy of education. It discusses Herbart's hypothesis regarding violence of education without instruction. While contemplating this issue, it always seems we are walking on a very thin ice which can be easily broken. The question of legitimacy of education has an ethical and a social component, one dealing with human rights, the other promoting constancy. When trying to justify education (with or without instruction) it is impossible to sidestep either. Herbart makes a distinction between upbringing and education, but the question of their equal value remains. Doubting one's actions supports abundance of violence. Education without instruction gains its legitimacy through its topics which are the subject of the teacher's work and its justification.

Key words: upbringing, education, instruction, ethics, educator, teacher

Socialna pedagogika, 2002 vol. 6, št. 2, str. 183-200.

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Antisocialno vedenje kot stalno kršenje socialnih norm ima svoje vzroke in pojavne značilnosti. Z obojimi se mnogokrat srečujemo tudi v šoli, saj le-ta s svojo storilnostno naravnanostjo in spodbujanjem tekmovalnosti ustvarja možnosti za agresivno vedenje učencev, ga vzdržuje in pospešuje. Članek vsebuje nekaj možnih primerov svetovalnega delovanja na tem področju. Predstavlja tudi soočanje svetovalnega delavca z agresivnim otrokom v kritični situaciji.

Ključne besede: antisocialno vedenje, agresivni otroci, zrcalna agresivnost, Redlova metoda LSI (intervju življenjskega prostora)

Anti-social behavior as the persistent violation of social norms has it's own causes and emerging characteristics. Many times we meet them both at school, which creates possibilities for aggressive behaviour of the pupils,supports and accelerates it, by it's productive orientation and stimulating competition. This article consists of some examples of counselling activity in this area. It also presents the problem of counsellor's confronting with an aggressive child at the critical moment.

Key words: antisocial behaviour, aggressive children, counter-aggressive feelings, Redl's method LSI (Life space interview)