Using Phenomenology in Careers Research: Student Experiences of Unpaid Work

Autor/inn/en	Cunningham, Eileen; Christie, Fiona; Antoniadou, Marilena
Titel	Using Phenomenology in Careers Research: Student Experiences of Unpaid Work
Quelle	In: British Journal of Guidance & Counselling, 50 (2022) 4, S.647-659 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christie, Fiona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2022.2077304
Schlagwörter	Phenomenology; Career Guidance; Student Employment; Career Education; Social Justice; College Students; College Graduates; Student Attitudes + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Berufsorientierung; Studentenarbeit; Arbeitslehre; Soziale Gerechtigkeit; Collegestudent; Hochschulabsolvent; Hochschulabsolventin; Schülerverhalten
Abstract	Career guidance has been criticised for focusing on individual agency, complying with discourses that "responsibilise" individuals to manage their careers. A social justice approach argues for a more nuanced recognition of the interplay of structure and agency, which raises questions about how to do this in practice? In this paper we argue for the value of interpretive phenomenology which challenges what is taken-for-granted, illuminates the nature of shared experience and enables a deeper understanding of individuals within their environment. Through interviews with higher education students and recent graduates, we illustrate how experiences of unpaid work are intricately interwoven with biography, relationships, location and resources over time. We illustrate how a . pragmatic phenomenological approach offers valuable theoretical tools for socially just guidance practice and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01