How Does Career Guidance at Schools Encounter Migrant Young People? Interactional Practices That Hinder Socially Just Guidance

Autor/inn/en	Vehviläinen, Sanna; Souto, Anne-Mari
Titel	How Does Career Guidance at Schools Encounter Migrant Young People? Interactional Practices That Hinder Socially Just Guidance
Quelle	In: International Journal for Educational and Vocational Guidance, 22 (2022) 2, S.449-466 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vehviläinen, Sanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0251-2513
DOI	10.1007/s10775-021-09467-2
Schlagwörter	Career Guidance; Migrants; Social Justice; Young Adults; Discourse Analysis; Interaction; Schools; Interpersonal Communication; Change Strategies + Suchen Sie Ihr Suchwort? Berufsorientierung; Migrantin; Soziale Gerechtigkeit; Young adult; Junger Erwachsener; Diskursanalyse; Interaktion; School; Schule; Interpersonale Kommunikation; Lösungsstrategie
Abstract	The aim of this article is to show how interaction research can contribute to the understanding and praxis of socially just guidance. The article is theoretical, but it makes use of our previous empirical studies. We combine the ethnographic study of school and racism, and interactional research on guidance. We define guidance for social justice, explaining how this translates to the level of interactional practices. We show two empirical examples of interactional phenomena hindering socially just praxis. We lastly discuss our practical conclusions on how to help school career counsellors change their interactional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01