ABSTRACT

The capability approach provides a broader view of Vocational and Technical Education (VTE), acknowledging its multiple purposes, including citizenship preparation for discussing and challenging the rules and practices prevailing in society. Based on ethnographic data, this paper seeks to understand how two Chilean high schools conceptualise their students and VTE, concerning their students’ marginalisation, linking this to citizenship education. Each school presented a different awareness of students’ marginality situation, and it was possible to observe how this meant different actions associated with citizenship education. Findings show that in the school with greater awareness of students’ marginality, VTE takes elements from the capability approach and provides active citizenship training, while at the school with lower awareness of marginality, students are trained in more passive citizenship. The importance of citizenship education for VTE, the significance of the capability approach to transforming this education, and its potential impact on public policies and the construction of society are discussed.

摘要

能力方法为职业和技术教育（VTE）提供了更广阔的视野，承认其多重目的，包括为讨论和挑战社会普遍规则和实践而做好公民准备。基于人种学数据，本文旨在了解两所智利高中如何概念化其学生和 VTE，考虑到学生的边缘化，并将其与公民教育联系起来。每所学校对学生的边缘处境都有不同的认识，并且可以观察到这如何意味着与公民教育相关的不同行动。调查结果表明，在更加意识到学生边缘性的学校中，VTE 采用能力方法中的要素并提供积极的公民培训，而在边缘意识较低的学校，学生接受的公民意识则更为被动。讨论了公民教育对 VTE 的重要性、能力方法对转变这种教育的意义及其对公共政策和社会建设的潜在影响。