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.

摘要

本文批判性地分析并旨在使荷兰职业教育话语中流传的身份模式非自然化。有人认为，关于职业轨道的讨论的特点是普遍关注缺陷，将职业教育视为不知名的，并将其学生视为不聪明和不听话的。分析重点关注这种身份模式传播和再现的三个层面：它植根于荷兰轨道的历史出现，在职业轨道学生的教育轨迹中得到强化，并在学生和教师之间的日常互动中在事件层面再现。该论文为跟踪的社会文化和个人层面的现有学术做出了贡献，