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Resumo

Habitus is generally discussed in relation to academic forms of education. In other words, a working-class habitus disadvantages students in academic subjects or higher education. In contrast, it is often assumed that students who struggle with academic demands (perhaps because of habitus dislocation) can be served by vocational programmes such as apprenticeships, regardless of their social backgrounds or their habitus. Drawing on interviews with young men and women who participated in a high school-based apprenticeship programme in the Canadian provinces of Alberta and Ontario, this article argues that a closer consideration of the relationships between habitus and field are necessary in order to make apprenticeships a viable alternative for a larger number of young people.

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