Academic Tracking: An Educator's Perspective

Date

2024-05

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Abstract

This study investigates high school educators' perspectives on academic tracking. Through open-ended interviews with teachers from diverse content areas, the research confirms existing findings on tracking's role in perpetuating social inequality and stratifying education. Despite recognizing these issues, educators exhibit a paradoxical engagement with tracking, participating in its maintenance while expressing critical awareness. This phenomenon is framed as institutional compliance, highlighting the complex interplay of bureaucratic rationality and regimes of truth within educational systems. The study offers insights into the nuanced dynamics of tracking practices and their implications for fostering more equitable educational environments.

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Keywords

Education, Sociology of

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