Becoming women, becoming workers : identity formation in a French vocational school
Author(s)
Bibliographic Information
Becoming women, becoming workers : identity formation in a French vocational school
（SUNY series, power, social identity and education）
State University of New York Press, c1994
- : pbk.
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Note
Includes bibliographical references (p. [193]-207) and index
Description and Table of Contents
Description
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.
Table of Contents
Acknowledgments
Chapter 1 Introduction
Posing the Problem
Why Focus on Farida and Alexandra?
Espistemological Considerations
The Study
Analysis and Organization of the Book
Chapter 2 Theoretical Framework
Moving Beyond the Structure/Culture Dichotomy
From Reproduction to …?
Taking Gender Seriously
And Race/Ethnicity …
Beyond Class (comma) Gender (comma) Race (comma)
Language and Subjectivity
Chapter 3 Background of the Study
Present Structure of the French School System
The Nature of Educational Differentiation in France
Massification of the French School System
Differentiation and Social Class
Differentiation and Ethnicity/Race
Differentiation and Gender
French Schools in a Changing Economy: Economic Growth, Degradation of Work, and Fordism
Schooling for a Modernizing Economy
French Schools in a Changing Economy: Economic Recession, Deindustrialization and Post-Fordism
Vocational Education: Revalorization or Formation of Marginal Workers?
Conclusion
Chapter 4 Class, Gender, and Race in the School: Defining the Boundaries
Gender Stratification in the School
Ethnic/Racial Stratification in the School
Class Stratification in the School
Vocational School: Failure or Success?
Conclusion
Chapter 5 Class, Gender, and Race in the School: Silencing and Marginalization
Spatial Arrangement of the School
Disciplinary Practices in the School
Marginalization Techniques in the School
Conclusion
Chapter 6 Negotiating Boundaries: Everyday Practices
Negotiating the Learning/Teaching Encounter
Introducing Fragments of the Self in the School
Introducing Sexualized Selves in the School
Conclusion
Chapter 7 Schooling and Education: Students' Perspectives
Orientation Procedures
On Being a BEP Student
Conclusion
Chapter 8 Visions for the Future: Work, Marriage, and Romance
On Wage Labor
On Being a Secretary
On Marriage, Romance, Domesticity and Wage Labor
Conclusion
Chapter 9 The Social Construction of Marginal Identities
Algerian Migrants and the French School
The French Media, Girls of Algerian Descent, and the School
Work of Identity Formation in the School
Conclusion
Chapter 10 Summary and Conclusions
Summary of the Findings
Theoretical Implications
Limitations of the Study and Implications for Future Research
The School: Its Potential and Its Limits
Methodological Appendix
Notes
Bibliography
Index
by "Nielsen BookData"
