{"id":69583,"date":"2023-08-31T16:04:49","date_gmt":"2023-08-31T20:04:49","guid":{"rendered":"https:\/\/world.edu\/?p=69583"},"modified":"2023-08-31T16:25:34","modified_gmt":"2023-08-31T20:25:34","slug":"high-school-overcoming-cliches-on-the-professional-path-2","status":"publish","type":"post","link":"https:\/\/world.edu\/high-school-overcoming-cliches-on-the-professional-path-2\/","title":{"rendered":"High school: overcoming clich\u00e9s on the professional path"},"content":{"rendered":"

\"\"
\nThe reform of the vocational high school is one of the key topics for\u00a0<\/span>the start of the 2023 school year<\/span><\/a>\u00a0.\u00a0The content was presented\u00a0<\/span>Thursday, May 4<\/span><\/a>\u00a0by President Macron.\u00a0The\u00a0<\/span>press kit which accompanied these announcements<\/span><\/a>\u00a0highlighted the need to make the sector attractive and make it a path to success and excellence.\u00a0Implicitly, the portrait of a student with a lack of success was sketched, undergoing a default orientation and prone to dropping out.<\/span><\/p>\n

These speeches and these proposals and measures are part of a long tradition of actions in favor of the upgrading of the professional sector, implemented for more than 50 years.<\/span><\/p>\n

It is not surprising here that we find the\u00a0<\/span>usual commonplaces<\/span><\/a>\u00a0, making the vocational high school (LP) a place welcoming above all students who have broken away from school, or from certain disciplines such as mathematics.<\/span><\/p>\n

But do the young people enrolled in this sector have a relationship with knowledge that is so different from that displayed by their peers preparing for a general baccalaureate?<\/span><\/p>\n

A practical relationship to knowledge?<\/strong><\/h4>\n

Perceived as an important factor in the academic failure of these students, the question of the\u00a0<\/span>meaning they give to going to school and learning new things<\/span><\/a>\u00a0is central in reflections on the implementation of trainings.\u00a0Drawing on the social context in which they evolve and their educational background, vocational high school students have essentially developed a\u00a0<\/span>practical relationship with knowledge<\/span><\/a>\u00a0.\u00a0That is to say, they measure, as it were, interest in the activities offered and the legitimacy of the knowledge taught in terms of their usefulness and practicality.<\/span><\/p>\n

They would thus strongly value\u00a0<\/span>empirical learning and professional knowledge<\/span><\/a>\u00a0allowing direct action on reality, while they would reject theory and decontextualized knowledge.\u00a0This sociological entry draws an image of the public taken up as a reflexive basis in institutional reports (\u00a0<\/span>CNESCO<\/span><\/a>\u00a0,\u00a0<\/span>IGEN<\/span><\/a>\u00a0) or\u00a0<\/span>research<\/span><\/a>\u00a0relating in particular to the implementation of mathematics teaching.<\/span><\/p>\n

For educational stakeholders, the matter is concluded, so to speak.\u00a0And it is mainly to get these students back into school that the latest reforms have highlighted the practical purposes of training through project pedagogy or devices such as the masterpiece or\u00a0<\/span>co-teaching<\/span><\/a>\u00a0.\u00a0Stated objective: to help them rediscover the meaning and taste of studying.<\/span><\/p>\n

The representation that educational actors have of students is decisive in defining\u00a0<\/span>the methods of teaching general disciplines<\/span><\/a>\u00a0in the professional sector.\u00a0However, this focus on the social facet of students raises questions.\u00a0To construct their course, do teachers try to detach themselves from it?\u00a0Or is this social facet considered in some way as an indisputable character of this public, \u201cbeing bad at mathematics\u201d being part of the nature of the students?<\/span><\/p>\n

Indeed, although these results are massive, they are not absolute.\u00a0First of all, the professional sector is not monolithic and is divided into multiple specialties, interacting with employment pools all having their particularities and taking into account local recruitment conditions.\u00a0Then, if the form of relationship to knowledge indicated above is the majority among students in this path, it is\u00a0<\/span>\u201cneither unilateral nor fixed in time\u201d<\/span><\/a>\u00a0.<\/span><\/p>\n

A popular career path then devalued<\/strong><\/h4>\n

Beyond this necessary caution, it is\u00a0<\/span>the very image of the professional high school student mobilized in the speeches which must be questioned<\/span><\/a>\u00a0.\u00a0Both a \u201ctool\u201d discipline and a disinterested subject, often a judge of the peace in orientation decisions, the teaching of mathematics is an interesting prism for questioning these representations.<\/span><\/p>\n

What mathematics teaching should be carried out for students who are \u201cin difficulty\u201d and even \u201cincapable of abstraction\u201d, \u201cwho cannot learn\u201d, \u201cat odds with mathematics\u201d and school in general, \u201cthe less gifted\u201d, \u201c cripples of the classical education system”, who are only interested in the profession, “visuals”, manuals more than intellectuals, difficult students, who need to restore a positive image of themselves, and who must be reconciled with school?<\/span><\/p>\n

The terms used here aggregate a set of remarks made by educational actors (inspectors, teachers, etc.) since 1945, the date of the creation of the schooled vocational stream and show that this question is not new.\u00a0But under the apparent similarity of the terms, in truth hide\u00a0<\/span>multiple shifts in the way students are apprehended<\/span><\/a>\u00a0.<\/span><\/p>\n

In the post-war period, marked by a shortage of manpower, the vocational stream was a desired path.\u00a0<\/span>If some teachers highlight the difficulties in mathematics of students who join it, it is mainly in their qualities, in what they have more than students in other sectors that educational actors mention them.\u00a0<\/span>They contrast the taste for action and the materiality of things of this future professional, prepared for the modern world and able to work, to the bachelor, mathematician or Latin scholar, inclined to intellectual speculation, but who knows how to do nothing.\u00a0<\/span>Building on these specificities, the teaching of mathematics is then thought of in a perspective of complete training of \u201cMan, the worker and the citizen\u201d, combining learning of know-how,<\/span><\/p>\n

At the end of the 1960s, a process of devaluation of the vocational path began, towards which students who did not have sufficient results to continue in the general stream were directed.\u00a0The reform of\u00a0<\/span>modern mathematics<\/span><\/a>\u00a0that took place at that time throughout the education system placed theory at the heart of learning.\u00a0The student of the professional is now thought of as hollow.\u00a0A student like the others who stands out for what he doesn’t have, an ability to learn abstract mathematics.<\/span><\/p>\n

To \u201creconcile\u201d with the general disciplines?<\/strong><\/h4>\n

Very quickly, this image of a disciplinary subject in difficulty will be substituted during the 1980s, that of a school subject apprehended under its social facet, breaking with discipline, even with school.\u00a0This second shift in meaning contributes to emptying of its substance the pedagogical discourse put in place at the time of the reform of modern mathematics.\u00a0The challenge is less to help students overcome their difficulties in mathematics than to reconcile them with the discipline, and more generally, general education or the school with which they seem to be at odds.<\/span><\/p>\n

It is a question of breaking with the methods of the college by highlighting in particular interdisciplinary projects, by limiting the evaluations, by emphasizing the utilitarian facet of teaching, then reducing the call for reflection.\u00a0This raises the question of the abandonment of a\u00a0<\/span>didactic vigilance on the contents<\/span><\/a>\u00a0in favor of the maintenance of a certain school peace and the\u00a0<\/span>reduction of teaching requirements<\/span><\/a>\u00a0.<\/span><\/p>\n

But these representations contrast with what students associate as\u00a0<\/span>emotion, feeling, experience<\/span><\/a>\u00a0with the teaching of mathematics.\u00a0In fact, in general, what structures their\u00a0<\/span>disciplinary experience<\/span><\/a>\u00a0, positive or negative, is less an opposition between practical or theoretical aspects of teaching than their participation in the realization of a personal or professional project that is close to their heart.\u00a0In this they do not really differ from their comrades in the general sector.<\/span><\/p>\n

Author Bio: <\/strong>Xavier Sido is a Lecturer in education and training sciences at the University of Lille<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The reform of the vocational high school is one of the key topics for\u00a0the start of the 2023 school year\u00a0.\u00a0The content was presented\u00a0Thursday, May 4\u00a0by President Macron.\u00a0The\u00a0press kit which accompanied these announcements\u00a0highlighted the need to make the sector attractive and make it a path to success and excellence.\u00a0Implicitly, the portrait of a student with a […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434592],"coauthors":[11733],"class_list":["post-69583","post","type-post","status-publish","format-standard","hentry","category-education","tag-vocational-high-school"],"acf":[],"yoast_head":"\nHigh school: overcoming clich\u00e9s on the professional path - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/high-school-overcoming-cliches-on-the-professional-path-2\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"High school: overcoming clich\u00e9s on the professional path - 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