Young People in Transition to Post-Compulsory Education: The Reflect of Hermeneutical Injustice in their Discourses
DOI:
https://doi.org/10.7203/RASE.13.4.17843Keywords:
Post-compulsory education, school transitions, educational trajectories, hermeneutical injustice, Madrid
Abstract
The factors influencing young people choices in their transitions from compulsory to post-compulsory education have been widely addressed. The convergence between structural factors and agency in school transitions has been proved. However, these results do not necessarily reflect their awareness of these determining factors, as well as the extent in which they consider themselves affected. Miranda Fricker (2017) claims that when a breach in the collective interpreting resources makes one or some individuals be in a disadvantageous position regarding their understandings of their own social experiences, a case of hermeneutical injustices is taking place. This paper, through the analysis of 29 interviews carried out with students of baccalaureate and intermediate vocational training belonging to four schools placed in Madrid city, aims to analyze to what extent the students’ discourses about their transitions are representative of this kind of injustice. Results display the existence of structural differences in the trajectories followed by students from baccalaureate and intermediate vocational training, specified in their smooth or discontinuous character; however, young people discourses reflect, on the one hand, the denial of any habitus, and, on the other, the understanding of their own choices and transitions as the result of their will and/or individual capability, placing the responsibility of the choices and their consequences on the individuals.
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Author Biographies
Alberto Sánchez Rojo, Universidad Complutense de Madrid
Miriam Prieto Egido, Universidad Autónoma de Madrid
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