A sociological look to early childhood

A Sociological look at Early

Childhood Education

Daniel Gabaldón-Estevan

Department of Sociology and Social Anthropology, University of Valencia (ES)

December 4th, 9th, 10th and 11th 2014

2

Main topics on sociology of education:

• Biology, culture and socialization

• Family and education

• Historical evolution of education

• The functions of the school

• Inequality and education

• School organization

• Teachers

• Students

• Education and work

Index

3

Biology, culture and socialization

Humans

Social animals, evolutionary link

Hominization

Biological inheritance

Genetic mutation

Natural selection

Society: net of social relations between people

culture: information that organizes the relationship of people with the

environment and with other people, and is acquired through

experience or education. It is cumulative (oral language,

objects, books) and has allowed us humans to adapt and expand.

Believes (how things are)

Technical routines (how to behave with nature)

Moral and social norms (how to behave with others)

Feelings and values (what things are desirable and which are not)

genetic evolution

cultural evolution

adoption of the upright position

release of the hands

brain growth (x4)

emergence of symbolic language

Socialization: a process by which we interiorize believes, norms and social

values, learning to be parte of society and to perform our roles on it.

It is most important in childhood:

roles are associated with

expectations and social norms

culturally learned and determined.

Genetic heritage basically identic

1) no instinctive determinism

2) we are helpless3) plasticity of the

behavioural schemes

Biology, culture and socialization [Masjuan, JM. (2003) Capítulo II ¿Qué es sociología?

Algunos conceptos básicos. At Fernández Palomares, F. Sociología de la educación. Pearson, Madrid 35-62]

Socialization is dialectical: society vs. individual (cultural reality vs. personal identity)It is an adaptive process to the social environment through which we learn and internalize the sociocultural elements of the environment, integrating them into the structure of personality under the influence of experiences and significant social agents.

Socialization is part of the social construction of reality It is an objective process while independent of us (objectified in theories, legal and moral codes, behavioral models, ...). And it is done through:- institutionalization (roles and norms that become tradition), - reification (institutions and traditions no longer arrangements to be considered sew

themselves) and - legitimacy (symbolic universe that explains and justifies the existence of that reality)

Subjective as it is only real if the social reality configures the thoughts, feelings and actions of individuals, defining their identity.The dialectical relationship between objective and subjective reality makes it unable to conceive of one without the other (individual and society).



Primary socialization occurs first and is introducing individuals in society, is the most important and determines the successive.

- It occurs through the identification with significant other and has a dual content, while model and as a reflection -germen identity.

- It is cognitive but also and particularly affective. - The identity development is done with the assumption of the world of others, a

progressive abstraction (generalized other) that provides stability and continuity to self-identification.

- The contents vary between societies, cultures and subcultures. - Special relevance of language as it implies the assumption of motivational and

interpretive schemes that shape behavior and provide theoretical elaborations on “how things are”.

- The world of primary socialization has a character of firmness, clarity, unproblematic. Order and security structure that instills confidence.

- By convention is considered to end when the formation of the generalized other is produced, however it is never completely closed.



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Secondary socializationComplexity requires more specific socialization as the assimilation of specific knowledge of roles, role-specific vocabularies (sets of meanings that structure interpretations and routine behaviors). And at the same time are acquired no-explicit elements as tacit understandings, evaluations and affective colorations.- Presupposes the reality resulting from the primary (coherence). - The affection and identification are not necessary. - The subjective inevitability is lower (it is easier to dismiss) is more artificial. The

more strange to primary socialization, more difficult to interest.

agents or contexts of socialization

Are groups and social contexts within which

important processes occur socialization

(including individuals and institutions)

Family

School

Peer group

Mass media

Other (church, companies, …)



9

Family and education

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A family is defined as ‘a group of persons

directly linked by kin connections, the adult

members of which assume responsibility for

caring for children’ and ‘kin’ are those linked by

marriage or blood relationships (p. 384).

Kinship, Marriage and the Family [Giddens, A. 1992 Sociology, pp. 383-415]

Kinship ties are connections between

individuals, established either through

marriage, or through the lines of descendent

that connect blood relatives (mothers, fathers,

other offspring, grand parents, etc.)(p. 384).

Marriage can be defined as a socially

acknowledge and approved sexual union

between two adult individuals. (p. 384).Clan groups

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Nuclear family vs Extended family

Family relationshipsFamilies of orientation vs procreation

Patrilineal / matrilineal

Monogamy (20%) and polygamy (80%)[Serial monogamy] [Polyandry (4/565); Polygyny]

Declining of clans and other corporate kin

Free choice of spouse

Women empowerment

More exogamy and les endogamy

Higher levels of sexual freedom

Extension of children's rights

Rise of affective individualism

Matrilocal / patrilocal / neolocal

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Uncoupling (often social separation precedes)

Divorce and separationTransitions in divorce

Emotional divorce

Economic divorce

Step-families [step-parent; step-child]

Remarriage [men 5/6; women 3/4]

Divorce and children

Psychic divorce

Community divorce

Co-parental divorce

From adversary system to ‘no fault divorce’

Legal divorce

13


The dark side of the family

Incestuous abuse of children

Most common between fathers or

stepfathers and young daughters70-80% of incest

Step-families [step-parent; step-child]

Prime targets of physical abuse children <6

Domestic violence primarily a male domain [often a form of gender violence]“physical abuse directed by one member of the family against another or others”

Often timid, awkward and inadequate in their dealings with other adults

Not a preference but a matter of availability coupled with power

Mental disorder a minority

Conflict and hostility

Variability in length, depth andaftershock

‘Male inexpressiveness’, sexuality, power,Submissiveness in their partners

Violence by females is more restrained and episodic than that of men and much less likely to cause enduring physical harm

Why? Intimacy and tolerated

14

Patriarchy: political & economic unit

Industrialization causes privacy and new institutions (like the school system)

Specialization in the socialization & breeding of children and genderdifferentiation (public/private) (T. Parsons)

Generalized presence of women: labour market &education system (feminism)

No unique form of legitimatefamily (‘70) individualization, negotiation & reflexivity

↓marriages↑mean age of marriage

↑ staying in parental household ↑ secularization of marriage

Same gender couples↑ divorces & “express” divorce

- Cohabitation - Registered couples- Reconstructed families- Single-parent families- Rainbow familiesNew families are:

Varied, Have no barriers,Brake linearityNot provisionalPublic character and legitimate Chosen situation

From the family to the families [Obiol, S. 2011 El cambio familiar y el proceso educativo in

Beltrán, J. & Hernàndez, FJ. Sociología de la educación. McGraw-Hill, Madrid. 75-99]

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Family, a primary agent of socialization

First agent of socialization in the lives of children and monopolyfor a few years (it doesn’t compete with previous representations of reality)

Dependent and hierarchical relationship (also depending on welfare system)

Structural variables (social class, gender and ethnicity) mediate the values and norms that are inculcated reproducing the social structure

Individualization process by which individual decision and fulfilling own needs becomes the social norm, therefore rejecting any external element of control

significant other in socialization are those people with whom the child

interacts from the moment of her/his birth on the basis of affection and

closeness (George H. Mead)

Socialization and family change

Gender: reallocation of responsibilities (more attitudinal than practical)

Age: relations more symmetrical (less hierarchical)

Other issues: reduction of kinship (birth) and complexity of relationships; parents older competition with other socialization agents (such as grandparents, school, media)

The family: a social agent in transformation [Obiol, S. 2011 El cambio familiar y el

proceso educativo in Beltrán, J. & Hernàndez, FJ. Sociología de la educación. McGraw-Hill, Madrid. 75-99]

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parent involvement

The involvement of families in the formal education of its children provokes higher educational performance while a more democratic management of the learning environment / Relationship between degree of implication (individual or participative) and ideology / ↑ cultural capital = ↑ follow up/ follow up ↘ as child grows/ school selection / interest in participation boards and associations (representativeness?)

The reluctance of many teachers regarding the involvement of families in the educational process (for abdication, by status, educational level of parents)/ the lack of recognition by the school of family diversity (idealization of the traditional family) of the working culture and immigrants/ Is the relationship between single-parent family and child school achievement spurious?

Compatibility of schedules of paid work (increasing casualization), family (reconciliation: times resent and it primarily affect women, men do it less) and school/ parental leaves / nursery schools (€) / school calendar / school opening hours / extracurricular activities (€)

from school to family

a matter of times and schedules

The relationship between the family and the school [Obiol, S. 2011 El cambio

familiar y el proceso educativo in Beltrán, J. and Hernàndez, FJ. Sociología de la educación. McGraw-Hill, Madrid.

75-99]

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Historical evolution of education

http://youtu.be/DdNAUJWJN08 (original)

http://youtu.be/AsZJxDsd1Q8 (Spanish subtitles)

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Noam Chomsky on Purpose of education [video]

http://youtu.be/DdNAUJWJN08

http://youtu.be/AsZJxDsd1Q8



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History of school organization [Gómez Ferri, J. y Soler Panadés, V. 2011 Sociología del currículo

y de la organización escolar. At Beltrán, J. and Hernàndez, F.J. Sociología de la educación, McGraw-Hill,

Madrid,101-128]

Bureaucratic organization M. Weber

Technocratic model of organizationTaylorism and Fordism

The School of Human Relations E. Mayo

Specialization (responsibilities, functions and tasks), hierarchy (control system), rules (written and impersonal) recruitment (merit and ability) [in school is evident in legislation, administration, specialization, regulations, discipline, schedules, and less than hierarchy or impersonality]

(Post)modern period

Scientific management via fragmentation of the production process in its most basic elements increasing efficiency, control and alienation. [inertia of the past in terms repetition mechanism and looking for a similar type of school product, rigidity of hours, detailed planning and measurement (PISA)]

The SHR found that the performance of workers, rather than the whole organization, the hierarchy, the control or the wage increase was related to the incentives and social norms of the groups within the organization, especially relations among individuals within groups [informal groups, democratic schools]

Calls for bridging less hierarchical relationships, reduced specialization, adaptability and flexibility. From the work by objectives to competences

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Teachers

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Students

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Childhood theorist

Jean-Jacques Rousseau l’Emilio (1762)

Karl Marx

Adolescencetheorist

G. Stanley Hall Adolescence (1904)

Margaret Mead Coming of Age in Samoa

Childhood

The emergence of childhood [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.)

Sociología de la educación. Pearson, Madrid 333-356]

Bakan points: children labor legislation,

compulsory school and legal age

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Émile Durkheim saw education as hypnosis. Ideological relations of domination to legitimize a culture or way of life”

Max Weber saw the school as the church that dispenses salvation goods (i.e. educational credentials that allow us to avoid social exclusion)

Samuel Bowles and Herbert Gintis saw education as alienation in correspondence to wage workers:- absence of control (CV / tasks)- education as a means and not an end- disunity and division of labor among workers (compartmentalized

and specialized knowledge, and competitiveness among students)- relationship between educational levels vs. levels of the

occupational structure (more education equals more autonomy)

Inside the classroom

Power in the classroom [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología

de la educación. Pearson, Madrid 333-356]

Donaldo Macedo View schools as centers of indoctrination and domestication:- Imposed obedience- Block all possible independent thought- They play an institutional role within a system of control and coercion

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Power in the classroom [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología


Philip W. Jackson made an early ethnographic work in education because he distrust experiments:- First empirical formulation of hidden curriculum- School total institution (control almost all aspects)- Unequal distribution of power (teacher is the evaluator)- It is more blamed who behaves badly that who doesn’t learn

Inside the classroom

ethnographic works

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School organization

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School organization [Gómez Ferri, J. y Soler Panadés, V. 2011 Sociología del currículo y de la

organización escolar. At Beltrán, J. and Hernàndez, F.J. Sociología de la educación, McGraw-Hill, Madrid,101-128]

Schools, differ from each other in terms of:

functioning

educational levels

ownership public/private

management team

implicationincome level

families

neighbourhood

cultural capital

relationships among teachers

equipment or furniture

architecture

infrastructure condition

size

resources

Current society understood as a society of organizations

most have been born in an organization, and we study and work in organizations

many of the goals we pursue are the ones of the organizations to which we belong furniture layout

teaching methods

student body

…

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School organization [Gómez Ferri, J. y Soler Panadés, V. 2011 Sociología del currículo y de la

organización escolar. At Beltrán, J. and Hernàndez, F.J. Sociología de la educación, McGraw-Hill, Madrid,101-128]

Schools as peculiar organizations

Ownership, gradation, no election of its members, controlling the work of employees and customers.

Null: funding and financing, architecture, hours of materials, school day, teachers or teaching hours based curriculumPartial: teachers, optional programsWide: textbooks, expanding the curriculum or changes in schedule, or develop specific educational projects, dates of assessments

Public Administration / Teachings / Ownership / Environment

The autonomy of schools

Context elements of educational organizations

Elements of educational organizations

History, culture and identity / Stakeholders / The premises and the building, equipment / Functions and objectives of the centers / Curriculum divide, Groupings, school space and time (streaming & tracking) / Power and participation in schools

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School organization [Subirats i Humet, J. (coord.) (2002). La importancia del territorio y la comunidad

en el papel de la escuela. Barcelona, Ariel. ]

District schoolGood level of territorial engagement but low level of identification with an

educational project

Community schoolstrong territorial involvement, active

acceptance of diversity and strong identification with an educational

project

Utilitarian schoollow involvement and low educational

project identification

Identity schoolstrong identification of its components

in an educational project but no territorial implications (seeks

homogeneity)

(defined bit) (well defined)Educational project identification

Terr

ito

rial

e

nga

gem

en

t

(strong implication)

(weak implication)

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Sociology of the curriculum [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.)


Critical approaches (Apple, Bernstein, Young and Giroux) question the technocratic approach based on effectiveness and results. With the curriculum it can be generated more egalitarian relationships that allow overcoming control and power.

The social and historical construction of the curriculum

The curriculum has a social nature and curricular proposals evolve in relation to the social. The criteria on what goes in also respond to curricular interests and power relations

For Bernstein the content of curricula may be more or less limited (bounded), and the reference frame (the control of the pedagogical relationship) can also be more or less strong. The communication model he proposed implies that both should be weak.

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In the classroom there are two types of claims in both the relationships between students and teachers and between students themselves.Schools that base their relations on pretensions of validity achieve better work environment, motivation and solidarity, but also better academic results.

Pretensions

Pretensions of power: based on the position of power

Pretensions of validity are based on arguments (regardless of the position of power)

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The selection of specific cultural knowledge by the school is arbitrary and responds to the interests, ideology and culture of the groups that make the selection (hegemonic class)

Changes and new approaches in the selection of knowledge (sustainability, equality,...) are partial solutions that do not address the problems directly and therefore do not prevent students from valuating ‘traditional’ assumptions

Segregation (or performance grouping) has not given satisfactory results, more on the contrary, heterogeneous grouping has more favorable results in both performance and student interaction.

The communicative perspective in education, besides analyzing how they reproduce ideologies through school knowledge, analyzes how to create new meanings and knowledge

School knowledge

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Homogeneous or heterogeneous groups, school schedules, distribution and the use of space are all curricular issues

When the organization develops traditional school practices (hierarchical and elitist) reproduces social inequalities

Pedagogies that overcome those practices work from the democratization of these elements, creating space and time for the participation of all social and educational agents

Pedagogical practices, space and time

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Is a form of controlling what is learned which purpose is the selection of people who will assume certain responsibilities in our societies.

However, the current assessment process hides a social division, by using the latent hierarchy to maintain the social fabric

The game of approved/failed generalized in assessment procedures is an element of power as it is not a neutral or objective process, it collaborate in signaling students and creating low expectations on children from disadvantaged families

There are alternatives to the dominant evaluation systems that overcome control and social division, and focus on skills rather than on deficits

The evaluation system

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Hidden curriculum is perhaps more important than the explicit regarding the creation and transmission of meaning and ideology

Hidden curriculum are all aspects which are often not explained nor discussed (not explicit), transmitted to students through formal structures underlying the contents and forms of social relations that occur at school

Deep structures, expectations of teachers, praise, monitoring and evaluation forms, organizing peer relationships ... are the mechanisms by which students acquire knowledge and beliefs about justice, nature knowledge, authority or self-value

The hidden curriculum is veiled to the interest of communication. A democratic curriculum facilitates dialogue with all people and all aspects of teaching and learning

The hidden curriculum

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The functions of the school

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guard and custody

Changes in the families

Urbanization and migrations

Women emancipation

retentionDelayed working age

social cohesion

national identity construction

Homogenization

Standardization

Centralization

Secularization

Bureaucratization

Language

Culture

Legal framework

Market (monetary and measurement systems)

History and common referents

capacitation and socialization for labour (Human Capital theory)

distribution of social positions

Functions

The functions of the school [Granados Martínez, A. (2003) Las funciones sociales de la escuela. At

Fernández Palomares, F. Sociología de la educación. Pearson, Madrid 117-141]

40

- merit (capacity, intelligence, effort, discipline, sacrifice)

- qualification (certifications, titles and credentials)

- formal education is the mean to obtain merit and qualification

- possibilities depend on preferences and capacities

- and capacities are randomly distributed

Education as distributor of social positions [Granados Martínez, A. (2003) Las funciones

sociales de la escuela. At Fernández Palomares, F. Sociología de la educación. Pearson, Madrid 117-141]

The distribution of social positions

Is done through competences sanctioned by means of a complex system of certificates, titles and credentials.

This mechanism is institutionalized in western societies by means of universal, free and compulsory education, which “guarantees” equality of opportunity for all the population and pivots on:

The above implies the primacy of acquired status (due to merit) over

inherited filiation or ascribed status (due to birth)

41Frato Tonucci

Critical views on education

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Critical views on education [Granados Martínez, A. (2003) Las funciones sociales de la escuela. At

Fernández Palomares, F. Sociología de la educación. Pearson, Madrid 117-141]

Bowles and Gintis see a correspondence between the social relations in the school and those required in employment (obedience, discipline, respect) and students lack of control over the content and rewards.

Credentialist(neo-Weberian)

Moderate see credentials not so much a guarantee ofspecific knowledge but as a testimonial of personalcharacteristics and disposition such as effort, discipline,obedience, or organization capacity

Extreme see credentials like pedigree that actas a symbol of power and are the key toaccess reserved positions.

What do critics say about school as a distributor of social positions

43

Inequality and education

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Inequality and education [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología


Inequalities have gone through different phases:

Inequality

Class (capitalist) Most affected: working class

Exclusion

Segregation

Assimilation (and egalitarianism)

Inequalities have been articulated by reason of differences in:

Gender (patriarchal) Most affected: women

Ethnicity (ethnocentrism) Most affected: ethnic minorities

Wright's social class [Galobardes, B., Shaw, M., Lawlor, D.A., Lynch, J.W. and Smith G.D. (2006) J

Epidemiology Community Health 60 95-101]

Life expectancy at birth by social class and sex, 1997-99 [ref.]

47

Class inequality and education [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.)


Despite the extension of schooling, inequalities in educational opportunities remain (however with exceptions, no determinism)

Class inequality

Pierre Bourdieu introduced the concept of Cultural capital which refers to the no correspondence between the cultural practices of the family (or close environment) and the school

Another explanation is based on income differences, not because of direct costs of education (like fees) but because of opportunity costs

But we can not claim determinism, not all children from unfavorable environments do fail in the school system. However, these cases have been of rather scarce interest in sociological studies (as the study of Willis ,1988)

Everhart (1983) did study these students stating that although their involvement was minimal, it was enough to succeed. Some ethnic minorities connect in some basic feature of the school as frugality and effort (for instance Asian).

Bernard Lahire found that in families with little or no literacy this circumstance might serve as a stimulus for school children success.

48

Jean Anyon (1981) found in five schools (5th grade) that, depending on the social class the parents of the students belonged to, teachers had different expectations, and students different understanding, regarding the origin of knowledge. Accordingly teachers approached differently the activities in the classroom:- If working class children → need for discipline, taking notes,

coloring, avoiding controversial issues, following procedures away from their thinking processes the purpose of which is not explained.

- If middle class children → more effort on understanding materials and flexibility, but little discussion

- If professionals’ children → focus on high concepts, creativity and a lot of discussion about concepts and visions.

- If senior executives children → make them to think for themselves.

Baudelot and Establet (1976) found a similar discriminatory process at the dual vocational and academic tracking, where ‘future proletarian workers’ were given a compact body of simple bourgeois ideas, and ‘future bourgeois’ learnt to become interpreters, actors and improvisers of bourgeois ideology.

The role of teachers inside the classroom



The teaching behavior of teachers varies according tothe type of students, this is known as Pygmalion effect

49

Emilio Pedro (Portuguese sociolinguist) found that when the lower social background of the students, the greater the imperative control, the more explicit the evaluations, the hierarchical relations, less room for negotiation, and more passive the behavior of the students.On the contrary, the higher the social background of the students, the asymmetry was less explicit, control was more adapted to the individual person and to the context, explanations were given to provoke changes in their behavior, and they were encouraged to participate as individuals in the classroom activities.

The role of teachers inside the classroom



Other factors:- Most able teachers tend to teach in more affluent neighborhoods, in

which students are closer to the methodologies and ideologies of teachers.- Schools of less affluent neighborhoods have less material resources and

equipment, which hinders the stability of staff.

Egalitarian feminism

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Gender refers to the expectations on social behaviour that is considered appropriate for the members of each sex (Giddens, 1991:765)

Differentiated expectations and socialization at primary socialization

Feminism

Sex vs.

gender

Segregated school

Mixed-sex school

Coeducative school

Glass ceiling Wage gap Double presence Double selection

Gender inequality and education [Meseguer Chanzá, D. and Villar Aguilés, A. Género y

educación. At Beltrán, J. y Hernàndez, F.J. Sociología de la educación, McGraw-Hill, Madrid. 155-184]

Third wave (postmodernist and dialogic)

Difference feminism

More ‘used’ to assume responsibilities in the household

Better development of language (school is specially a language experience)

Tentative explanations of girls better school achievement

Gender inequality and education [Merino, R.; Sala, G. and Troiano, H. 2003 Desigualdades de

clase, género y etnia en educación. At Fernández Palomares, F. Sociología de la educación. Pearson, Madrid.357-

384]

Service economy

Feminism

Men’s world

However the magnificent growth of the participation of women in education along the XX century, a gendered distribution of students between studies persists

Educación y cambios en el rol y posición de las mujeres: currículum

La coeducación, entendida como la educación que no establece relaciones de dominación que supeditan un sexo al otro, requiere todavía la superación de desigualdades en el:

Currículum manifiesto androcéntrico (imágenes estereotipadas, ausencia de las mujeres en el ámbito científico ya sea como sujeto activo o bien como objeto de estudio).

Currículum oculto (más atención a los niños; chicos: competitivos, creativos, agresivos y rebeldes; chicas: ordenadas, pacíficas, pasivas y poco ambiciosas). Hasta el punto que hay quién recomienda la separación con el fin de incrementar la confianza de las chicas en las áreas en las que los chicos son protagonistas.

57

Jeanne Baret

Sum-up: Earnings by social class and sex and ethnic group, 1999 [ref.]

61

62

Education and work

School to

work

transition

Signalling

MeritocracyFunctionalism

Human CapitalAt a theoretical level

its nature elicits a

debate between:

Educational regime

Vocational training

Macro

Educational system

Employment regulations

Active labour market policies

It is affected

at several

levels:

Micro

Transition paths

Types of

trajectories at

individual level

according to the

transition time

and the setting of

expectations

Labourer

Family adscription

Early success

Successive approximation

Destructured

Precarious

Flexicurity strategy

Transition countries

Insider protection

strategy

Type of regimes of

employment

according to labour

policies and the

degree of

employment

protection flexibility

Liberal strategy

Study of

transitions at

micro and macro

level bring us two

typologies:

Credentialism

Educational paths

School to work transition [Gabaldón Estevan, D. and Täht, K. 2011 Educación y transiciones

profesionales. At Beltrán, J. and Hernàndez, F.J. Sociología de la educación, McGraw-Hill, Madrid,101-128]

Setting of expectations

complex

Setting of expectations

simple

Transition

time

early

Transition

time

delayed

Successive

approximationEarly success

Destructured

trajectories

Labourer

trajectories

Precarious

trajectories

Family adscription

trajectories

Trajectories [Casal, J., Garcia, M., Merino, R., Quesada, M. (2006) Itinerarios y trayectorias. Una

perspectiva de la transición de la escuela al trabajo, Trayectorias, VII (22) 9-20, pp. 18]

Strong employment

sustaining policies

Weak employment

sustaining policies

Low

flexibility

High

flexibility

(Active LM policy)

(Política MT passive)

(No LM policy)

(Weak EPL)(Strict EPL)

Flexicurity

strategy

Insider

protection

strategy

Liberal

strategy

Transition

countries

EPL - Employment Protection Legislation

LM - Labour Market

Trajectories [Blossfeld, H.-P., Buchholz, S., Bukodi, E. y Kurz, K (2008): Young workers, globalization and

labor market: Comparing early working life in eleven countries, Cheltenham y Northampton: Edward Elgar, pp. 18]

Kiitos!

Daniel Gabaldón-Estevan | Helsinki 04-09-10-11/12/2014Department of Sociology and Social Anthropology, Faculty of Social Sciences, University of Valencia- Valencia (ES) - [email protected] - www.uv.es/dagaes

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