Zum Verhältnis formellen und informellen Lernens in der frühen Adoleszenz

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This paper presents the results of a reconstructive qualitative study on the relationship between informal and formal learning in adolescence. Learning is understood as a relational and contextual process that is experienced within structural and psychosocial conditions. From an intersectional perspective, it is possible to reconstruct that learning is experienced not only in very different ways, but also that the interrelations of informal and formal are complex and multifaceted. Thus, it becomes once more impressively clear that learning disparities are not easy to describe in terms of social inequalities.
Keywords: learning, informal learning, adolescence, diversity, qualitative research, intersectionality
Translated title of the contributionInterrelations in formal and informal learning in early adolescence
Original languageGerman
Issue number4
Pages (from-to)399 - 415
Number of pages17
Publication statusPublished - 2017