ABSTRACT

Most European secondary-school systems are articulated by different forms of an academic-vocational divide that are critical in understanding the (re)production of social inequality. By providing distinct curricular and pedagogical codes and a markedly different distribution of knowledge between tracks, tracking leads to profound and distinct learning opportunities for students. The objective of this article is twofold: first, we wish to enquire into the relationship between tracking and knowledge distribution as explained and represented by teachers; second, we aim to identify the mechanisms explaining this relationship as acknowledged in these actors’ discourses and experiences. The analysis draws on 72 in-depth interviews with principals, coordination teams and tutors from lower-secondary education, the Baccalaureate and VET in eight schools in Barcelona. The results provide, on the one hand, a thick description of the dichotomised attributes that teachers assign to academic and vocational knowledge. On the other, we identify three principal mechanisms that, according to the school actors who were interviewed, explain the segmented distribution of knowledge between the Baccalaureate and VET: the stratification of the school system, the grammar of secondary schooling and the learning cultures of both tracks.

摘要

大多数欧洲中学系统都通过不同形式的学术-职业鸿沟来表达，这对于理解社会不平等的（再）生产至关重要。通过提供独特的课程和教学代码以及轨道之间明显不同的知识分布，跟踪为学生带来了深刻而独特的学习机会。本文的目的是双重的：首先，我们希望探讨教师解释和代表的跟踪与知识分布之间的关系；其次，我们的目标是确定解释这种关系的机制，正如这些行为者的话语和经验所承认的那样。该分析基于对初中教育校长、协调团队和导师的 72 次深度访谈，巴塞罗那八所学校的学士学位和 VET。一方面，结果提供了对教师分配给学术和职业知识的二元属性的详细描述。另一方面，根据接受采访的学校参与者的说法，我们确定了三种主要机制，这些机制解释了学士学位和 VET 之间知识的分段分布：学校系统的分层、中学教育的语法和两者的学习文化轨道。