Concepts of education – a comparison between school policies of a tracking and a non-tracking school system

Bibliographic Data

ID11919979
AuthorsTanja Sturm (0000-0001-8002-1466, Universität Hamburg, corresponding author)
Year2024
Volume55
Issue6
Pages935-951
Publication date2024-03-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2024.2328043
OpenAlexW4392958509
LanguageEN
References cited35

Analysis of different forms of tracking reveal that they correlate with differences of pupils' SES and reproduce inequalities. Against this background, this paper examines the concepts of education and the 'virtual social identities' – or visions what the individual pupil should be – in school policy.. This is done by analysing and comparing extracts from school acts and additional documents from the German state of Saxony-Anhalt, where all pupils are segregated into vocational and academic tracks, and from the Canadian province of British Columbia, where there is no tracking during compulsory schooling. The reconstruction of these concepts is anchored in Mannheim's Sociology of Knowledge. This comparative examination reveals different concepts of education and pupils: naturally given abilities that can hardly be influenced by pedagogy and an interactive development of ability through education. These understandings go along with different expectations of teachers' actions

Kalman filter · Mathematics education · Pedagogy · Political science · Tracking (education · Tracking system · Computer Science · Educational Assessment and Improvement · Psychology · School Choice and Performance · Youth Substance Use and School Attendance · Artificial Intelligence

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