RT Book, Section
T1 In the name of vocations: teachers’ discursive legitimations of upper secondary educational choices
A1 Tarabini-Castellani Clemente, Aina
A1 Rujas Martínez-Novillo, Javier
A1 Gil, Sara
A2 Tarabini-Castellani Clemente, Aina
AB The objective of this chapter is to provide a sociological understanding of vocation by exploring its association with the notion of choice. It explores how secondary school teachers understand the concept of vocation, and the factors they relate to the making of young people’s vocations and related educational transitions and choices. By a comparative analysis of teachers’ interviews in Barcelona and Madrid, the chapter shows that the notion of vocation is not equally mobilised by teachers in different upper secondary education tracks, and not all the choices are seen as equally ‘vocational’. ‘In the name of vocations’ teachers hierarchise and legitimise profoundly different students’ capacities, identities and choices. Overall, the chapter contributes to understanding the institutional making of educational transitions and to opening the black box of vocation as a critical mechanism for the (re)reproduction of social inequalities through the making of educational choices.
PB Policy Press
SN 978-1-4473-6342-2
SN 978-1-4473-6345-3
YR 2022
FD 2022
LK https://hdl.handle.net/20.500.14352/98533
UL https://hdl.handle.net/20.500.14352/98533
LA eng
NO Tarabini, A., Rujas, J., & Gil, S. (2022). "4: In the name of vocations: teachers’ discursive legitimations of upper secondary educational choices". In Educational Transitions and Social Justice. Bristol, UK: Policy Press. Retrieved Jan 31, 2024, from https://doi.org/10.51952/9781447363446.ch004
NO Ministerio de Economía y Competitividad (España)
DS Docta Complutense
RD 10 abr 2025