« Quand on n’a que l’amour ». Le caring dans l’enseignement professionnel ou comment convertir des dispositions sociales en titre scolaire : le cas des élèves scolarisées en baccalauréat professionnel ASSP
Since its creation in 2011, the vocational baccalaureate ACPA (Assistance, care, personal aid) has trained young women with a working-class background. Although students often feel relegated when guided to the vocational field after middle school, the ACPA stream partly seems to escape this rule. I...
Uloženo v:
| Hlavní autoři: | , |
|---|---|
| Médium: | Article ou chapitre numérique |
| Jazyk: | Français |
| Vydáno: |
2024
|
| Témata: | |
| On-line přístup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Shrnutí: | Since its creation in 2011, the vocational baccalaureate ACPA (Assistance, care, personal aid) has trained young women with a working-class background. Although students often feel relegated when guided to the vocational field after middle school, the ACPA stream partly seems to escape this rule. Indeed, all the students enrolled chose this vocational stream as their first preference. What appears to be a “choice” is linked to these young women’s socialisation: the students interviewed massively reported that they chose this field because they were used to looking after family members. These gender-related dispositions and the sexual division of domestic labour, thus, find a “logical” continuation in the gendered division of vocational education. Though students can use this proximity to establish a vocational relationship with their training, we will question whether they can convert this embodied cultural capital into institutional cultural capital in order to obtain an academic qualification. We shall see that educational players (headmasters, senior education counsellors and teachers) are caught in a vice between, on the one hand, the desire to value this cultural capital –to bolster the students– and, on the other hand, the wish to distance themselves from it as it could hinder the students’ professionalisation. |
|---|