Del i serien SUNY series, Power, Social Identity, and Education

Becoming Women/Becoming Workers

Identity Formation in a French Vocational School

Häftad, Engelska, 1994

669 kr

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This book traces the experiences of young French and Algerian women students in a Parisian vocational school-how they negotiate their class, gender, and ethnic/racial identities in relation to school, family, romance, and future work in a changing and unpromising economy. Drawn from classroom observations and personal interviews, the book provides a theoretical framework for analyzing the complex network of cultural and historical discourses, limitations, and expectations that form the students' present lives and future outlook.The author links the micro and macro levels of her analysis by grounding her study in the nature of the French school, the discursive boundaries of French society, and the volatile French economy. The book contributes to an overall understanding of the processes of identity formation; class, race/ethnicity, and gender intersections; and women's responses to schooling and education.

Produktinformation

Utgivningsdatum1994-09-15
Mått152 x 229 x 25 mm
Vikt295 g
FormatHäftad
SpråkEngelska
SerieSUNY series, Power, Social Identity, and Education
Antal sidor211
FörlagState University of New York Press
ISBN9780791420867

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AcknowledgmentsChapter 1 IntroductionPosing the ProblemWhy Focus on Farida and Alexandra?Espistemological ConsiderationsThe StudyAnalysis and Organization of the BookChapter 2 Theoretical FrameworkMoving Beyond the Structure/Culture DichotomyFrom Reproduction to …?Taking Gender SeriouslyAnd Race/Ethnicity …Beyond Class (comma) Gender (comma) Race (comma)Language and SubjectivityChapter 3 Background of the StudyPresent Structure of the French School SystemThe Nature of Educational Differentiation in FranceMassification of the French School SystemDifferentiation and Social ClassDifferentiation and Ethnicity/RaceDifferentiation and GenderFrench Schools in a Changing Economy: Economic Growth, Degradation of Work, and FordismSchooling for a Modernizing EconomyFrench Schools in a Changing Economy: Economic Recession, Deindustrialization and Post-FordismVocational Education: Revalorization or Formation of Marginal Workers?ConclusionChapter 4 Class, Gender, and Race in the School: Defining the BoundariesGender Stratification in the SchoolEthnic/Racial Stratification in the SchoolClass Stratification in the SchoolVocational School: Failure or Success?ConclusionChapter 5 Class, Gender, and Race in the School: Silencing and MarginalizationSpatial Arrangement of the SchoolDisciplinary Practices in the SchoolMarginalization Techniques in the SchoolConclusionChapter 6 Negotiating Boundaries: Everyday PracticesNegotiating the Learning/Teaching EncounterIntroducing Fragments of the Self in the SchoolIntroducing Sexualized Selves in the SchoolConclusionChapter 7 Schooling and Education: Students' PerspectivesOrientation ProceduresOn Being a BEP StudentConclusionChapter 8 Visions for the Future: Work, Marriage, and RomanceOn Wage LaborOn Being a SecretaryOn Marriage, Romance, Domesticity and Wage LaborConclusionChapter 9 The Social Construction of Marginal IdentitiesAlgerian Migrants and the French SchoolThe French Media, Girls of Algerian Descent, and the SchoolWork of Identity Formation in the SchoolConclusionChapter 10 Summary and ConclusionsSummary of the FindingsTheoretical ImplicationsLimitations of the Study and Implications for Future ResearchThe School: Its Potential and Its LimitsMethodological AppendixNotesBibliographyIndex