{"title":"Being ‘the lowest’: models of identity and deficit discourse in vocational education","authors":"Pomme van de Weerd","doi":"10.1080/17457823.2022.2149272","DOIUrl":null,"url":null,"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.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ethnography and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17457823.2022.2149272","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
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