ABSTRACT
This chapter explores how students are professionally motivated by their life historical knowledge and understanding of care and how this appears inside educational spaces in different ways related to the way modernization is reforming their education. This motivation only minimally becomes subject of qualifying for care inside schools, in the various classrooms. The case is presented as specific and exemplary at the same time, because the traces we see here are part of a general trend of changes that has been going on in the caring education during the last ten years in Denmark. The competition and heterogeneous process of professionalization was focused on care and caring qualifications. The expectations and background of students in relation to learning were framed by both their former experiences as non-educated staff in child- and care-institutions, and as pupils of the compulsory school system.
