Introduction

The introduction presents the conceptual framework of the report, explaining the overall approach of the GOETE project that analyses educational trajectories from a life course and a governance perspective. This approach involves an interactionist perspective according to which educational trajectories are neither structurally determined nor result of individual (rational) choice. They emerge from and imply complex negotiation processes between young people and intervening others, especially teachers and parents, and which relate different societal levels of action and meaning making from micro to macro. It further introduces key concepts cross-cutting the report’s chapters such as transitions, gate keepers versus significant others, cooling out, and decision-making. It further gives an overview over the design of the GOETE project. Finally, a summarising outline of the articles of the report is provided.