Dette speciale handler om den forholdvis store gruppe unge i Danmark, der hverken har eller er i gang med en ungdomsuddannelse, og som heller ikke er i arbejde. Specialet har til formÃ¥l at undersøge, hvordan unge forstÃ¥r deres situation uden for uddannelse og arbejde, nÃ¥r uddannelse er et krav – bÃ¥de et samfundsmæssigt og institutionelt krav. De unge mennesker der danner grundlaget for dette speciale, er 18 unge mellem 16 og 24 Ã¥r fra to produktionsskoler i København. PÃ¥ baggrund interviews har vi fÃ¥et indblik i, hvordan de forstÃ¥r deres situation, nÃ¥r der i dag i høj grad er fokus pÃ¥ individuelle færdigheder og præstationer, nÃ¥r det omhandler succes i uddannelse og i livet generelt. For at svare pÃ¥, hvordan de unge forstÃ¥r deres situation, tager vi udgangspunkt i fire underspørgsmÃ¥l; Hvordan forstÃ¥r de unge kravet om uddannelse? Hvordan oplever de unge andres reaktioner pÃ¥ deres situation? Hvordan forholder de sig strategisk til andres reaktioner? og til sidst, hvilken betydning har produktionsskolen for de unge? For at kunne besvare disse spørgsmÃ¥l, har vi taget udgangspunkt i tre teoretikeres forstÃ¥elser og begreber. Med udgangspunkt i Ulrich Becks teori og særligt i begrebet institutionel individualisering forstÃ¥r vi, hvordan de unge forstÃ¥r deres situation under det gennemgribende krav om uddannelse. Derudover anvendes Erving Goffmans teori vedrørende stigma, for at illustere, hvordan de unge oplever at blive stigmatiseret og hvordan de strategisk forholder sig til denne stigmatisering. Axel Honneths anerkendelsesteori bliver ligeledes inddraget med det formÃ¥l at vise, hvordan produktionsskolen bidrager positivt til de unges forstÃ¥else af sig selv. Vi kan pÃ¥ baggrund af specialet konkludere, at de unge, der medvirker i dette speciale, forstÃ¥r uddannelse som et nødvendigt onde. De oplever at blive stigmatiseret pÃ¥ baggrund af deres nedvurderede egenskaber, som uuddannet produktionsskoleelev. De unge formÃ¥r pÃ¥ baggrund af deres tid pÃ¥ produktionsskolen at fortælle en positiv fortælling om dem selv.This thesis centers around the substantial number of young people who have notcompleted a youth education and are unemployed. We aim to analyze how youngpeople, who are a part of a preparatory education, understand their own position ina social context where education is a requirement. We will strive to capture howthese young people experience the increased societal focus on the individual skillset in terms of education. In order to answer our research question we take anoffset in four questions. We wish to get insight into the young people’sunderstanding of their situation in relation to; Firstly how they experience therequirements regarding education. Secondly how they experience other people’sreactions to their situation. Thirdly how they strategically relate to these reactions.Finally what importance preparatory education has for the young people. Theempirical data consists of 18 individual qualitative interviews with young peoplebetween the age of 16 and 24, from two preparatory educations in Copenhagen,Denmark. The thesis is inspired by a philosophical and critical hermeneuticalapproach. This allows us to view the young people as subjects that are created in arelational relationship between the individual and society, with an offset in thetheir own perspectives. We utilize the concept of the institutional individualizationby Ulrich Beck to illustrate how young people understand their own situation wheneducation is a requirement. Additionally we apply the theory of Erving Goffmanconcerning Stigma to illustrate how young people experience being stigmatized andhow they strategically relate to this stigmatization. Furthermore we utilize AxelHonneth’s recognition theory to illustrate the particular importance of preparatoryeducation. The thesis concludes that the young people are put in a vulnerableposition by experiencing education as challenging, however at the same time asinevitable. Where as the majority of the research within the field highlights thatthe young people who are not partaking in an education nor are employed viewthemselves as the cause of their situation. Nonetheless, we have found that theparticipants in our empirical study have been able to create a positive story aboutthemselves and are therefore less likely to view their situation as self inflicted.