Abstract

VER HOEVEN, Marie. Desigualdades múltiples, carreras escolares y pruebas en sistemas educativos postmasificación: Los efectos de la segmentación educativa en la construcción del sujeto. Propuesta educativa (Online) [online]. 2013, n.40, pp.87-98. ISSN 1995-7785.

This article aims to analyse the impact of segmentation and differentiation processes within post-massification educational systems on adolescents' school careers, at a descriptive level as well as in terms of subjective experience. The first part develops the hypothesis of an acceleration of segmentation and differentiation trends within the French-speaking Belgian educational system during the last two decades. The observed fragmentation of schooling trajectories can be associated with regulation through quasi-markets (leading to the institution of unequal "circuits of schooling" (Ball et al., 1995) and with structural and curricular re-differentiation, in a context of crisis of the "common education" emancipatory project. The second part of the paper builds a theoretical framework, defining the "school career" as an application of the interactionnist concept of "moral career" (Goffman, 1975) to the educational field, but with a major emphasis on the structural experience of inequality within unequal "circuits of schooling" through its different dimensions or sources (Fraser, 2004): resources, recognition and power. In the last part, the heuristic value of the model is tested through the analysis of socio-biographical qualitative material collected by adolescents (16-18) from migrant background in Brussels, leading to a threefold typology of school careers, remitting to contrasting experiences of the three sources of inequality.

Keywords : Post-massification Educational Systems; Belgium; School Careers.

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