La formation professionnelle en alternance, un lieu de transmission des normes de genre?

Lamamra, Nadia

doi:10.1016/s1420-2530(16)30106-6

Cited by 17 publications

(12 citation statements)

References 6 publications

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“…Esto es: la habituación de los cuerpos al esfuerzo físico, la tolerancia al dolor y el sufrimiento, el acostumbramiento al trato rudo entre compañeros y con los superiores, la disposición a desafiar el peligro, la negación del miedo, y el menosprecio a todo lo considerado femenino. Por su parte, se muestra que aquellos varones que eligen formarse en empleos que no son típicamente masculinos padecen la desestimación social por su incumplimiento con el rol de proveedores (Lamamra, 2011).…”

Section: Masculinidades En La Fp: ¿Tiempo De Cambios?unclassified

Masculinidades en la formación profesional: expectativas y sentidos del trabajo en un contexto de incertidumbre laboral

Millenaar¹

2019

Descentrada

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El artículo analiza diferentes expectativas de formación y sentidos del trabajo de varones egresados de Centros de Formación Profesional (FP). Se basa en una investigación doctoral, de abordaje cualitativo, en la cual se reconstruyeron trayectorias de jóvenes egresados/as de tres centros de FP situados en la Ciudad de Buenos Aires y conurbano norte y noroeste de la provincia de Buenos Aires, durante los años 2008 y 2013. El artículo muestra diferentes masculinidades, así como la construcción de múltiples sentidos de la FP entre los jóvenes con el horizonte puesto en complejizar el rol de dichas instituciones como dispositivos de socialización ocupacional y de género.

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Section: Masculinidades En La Fp: ¿Tiempo De Cambios?unclassified

Masculinidades en la formación profesional: expectativas y sentidos del trabajo en un contexto de incertidumbre laboral

Millenaar¹

2019

Descentrada

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“…Il les confronte encore à la pénibilité du travail. Enfin, la division sociale et sexuelle du travail réserve aux apprentis, de surcroît aux filles (Lamamra, 2011), une position subordonnée. En matière d'apparence, elle les soumet à des normes de genre et de classe.…”

Section: )unclassified

“…En coiffure, c'est bel et bien dans leur personne que les apprentis sont évalués. 51 C'est d'autant plus le cas que le travail exige également des savoir-être et participe à la transmission de normes de genre (Lamamra, 2011) et de classe. Pour les filles, l'insertion traditionnelle, c'est-à-dire dans un métier féminisé, impose plus fortement la conformité à des stéréotypes de sexe, redoublée d'une mise en conformité avec les normes corporelles des classes intermédiaires et supérieures (Schütz, 2006).…”

Section: )unclassified

Entre revanche scolaire et subordination salariale. Les appropriations ambivalentes du statut d’apprenti chez des coiffeurs en CAP

Renard¹

2015

osp

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“…As such, the percentage of Swiss companies that are able to train young people currently amounts to 40% (SEFRI, 2014). This competitive situation can accentuate some forms of discrimination, whether they are directed toward candidates of immigrant descent (Imdorf and Seiterle, 2015) or are gender-related (Lamamra, 2011). …”

Section: Introductionmentioning

confidence: 99%

Finding an apprenticeship: hidden curriculum and social consequences

Goastellec

Ruiz

2015

Front. Psychol.

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In Switzerland, the majority of students are oriented toward professional training after compulsory schooling. At this stage, one of the biggest challenges for them is to find an apprenticeship position. Matching supply and demand is a complex process that not only excludes some students from having direct access to professional training but also forces them to make early choices regarding their future sector of employment. So, how does one find an apprenticeship? And what do the students’ descriptions of their search for apprenticeships reveal about the institutional determinants of social inequalities at play in the system? Based on 29 interviews conducted in 2014 with 23 apprentices and 6 recruiters in the Canton of Vaud, this article interrogates how the dimensions of educational and social trajectories combine to affect access to apprenticeships and are accentuated by recruiters using a “hidden curriculum” during the recruitment process. A hidden curriculum consists of knowledge and skills not taught by the educational institution but which appear decisive in obtaining an apprenticeship. By analyzing the contrasting experiences of students in their search for an apprenticeship, we identify four types of trajectories that explain different types of school-to-apprenticeship transitions. We show how these determinants are reinforced by the “hidden curriculum” of recruitment based on the soft skills of feeling, autonomy, anticipation, and reflexivity that are assessed in the context of recruitment interactions. The discussion section debates how the criteria that appear to be used to identify the “right apprentice” tend to (re)produce inequalities between students. This not only depends on their academic results but also on their social and cultural skills, their ability to anticipate their choices and, more widely, their ability to be a subject in their recruitment search. “The Subject is neither the individual, nor the self, but the work through which an individual transforms into an actor, meaning an agent able to transform his/her situation instead of reproducing it.” (Touraine, 1992, p. 476).

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La formation professionnelle en alternance, un lieu de transmission des normes de genre?

Cited by 17 publications

References 6 publications

Masculinidades en la formación profesional: expectativas y sentidos del trabajo en un contexto de incertidumbre laboral

Masculinidades en la formación profesional: expectativas y sentidos del trabajo en un contexto de incertidumbre laboral

Entre revanche scolaire et subordination salariale. Les appropriations ambivalentes du statut d’apprenti chez des coiffeurs en CAP

Finding an apprenticeship: hidden curriculum and social consequences

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