Being ‘the lowest’: models of identity and deficit discourse in vocational education

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2022-11-29 DOI:10.1080/17457823.2022.2149272

Pomme van de Weerd

引用次数: 1

Abstract

ABSTRACT This paper critically analyses and aims to denaturalise models of identity that circulate in discourse about vocational education in the Netherlands. It is argued that discourse about the vocational track is characterised by a pervasive focus on deficits, framing vocational education as unprestigious, and its students as unintelligent and insubordinate. The analysis focuses on three levels at which this model of identity circulates and is reproduced: it is rooted in the historical emergence of tracks in the Netherlands, is re-enforced throughout the educational trajectories of students in the vocational track, and is reproduced on the event level in routine interactions among students and teachers. The paper contributes to existing scholarship on the sociocultural and personal dimensions of tracking, which predominantly comes from studies based on survey and interview-based data, by building on data from ethnographic fieldwork and participant observation.

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处于“最底层”:职业教育中的身份认同与缺失话语模式

本文批判性地分析并旨在变性身份的模式，在荷兰关于职业教育的话语循环。有人认为，关于职业道路的论述的特点是普遍关注缺陷，将职业教育视为声望不高，将其学生视为不聪明和不服从。分析的重点是这种身份模型循环和复制的三个层面:它植根于荷兰历史上的轨迹，在职业轨迹中贯穿学生的教育轨迹，并在学生和教师之间的日常互动中再现事件层面。通过建立民族志田野调查和参与者观察的数据，本文对现有的关于跟踪的社会文化和个人维度的学术研究做出了贡献，这些研究主要来自基于调查和访谈数据的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.