Abstract
This article studies the recognition of newly arrived students (NAS) knowledge in Swedish career guidance. It aims to analyze how career guidance (CG) counsellors at public schools a) describe and assess the already existing knowledge and competences of NAS, and b) express opinions towards their viewpoints on learning, education and work. The article is based on a qualitative analysis of semi-structured interviews with five CG counsellors. The notion of “recognition” denote both the evaluation of a) knowledge and b) the general attitudes towards educational choosing. The acts of evaluation studied are informal in character, and derive from interviews with CG counsellors. The knowledge of NAS about the labor market and the educational system are considered inadequate, and that their vocational aspirations were held to be erratic, narrow and rigid. Educational preferences and strategies influenced by a collectivistic ethos are regarded as pedagogically and ethically erroneous, and are not recognized.
Highlights
The aim of this article is to study the recognition of newly arrived migrant students’ (NAS) knowledge in Swedish career guidance (CG), or, to be more precise, to analyze how CG counsellors at public schools a) describe and assess the already existing knowledge and competences of NAS, and b) describe and express opinions towards NAS’ attitudes about and viewpoints on learning, education and work
I will refer to recognition in a a) “thin” and b) “thick” sense, respectively; the former term denotes the recognition of relatively delimited instances of knowledge, while the latter denotes broader chunks of meaning-making
It aimed to study the professional challenges that CG counsellors meet in the process of counselling newly arrived migrants, as well as the pedagogical solutions and deliberations that followed from these challenges
Summary
The aim of this article is to study the recognition of newly arrived migrant students’ (NAS) knowledge in Swedish career guidance (CG), or, to be more precise, to analyze how CG counsellors at public schools a) describe and assess the already existing knowledge and competences of NAS, and b) describe and express opinions towards NAS’ attitudes about and viewpoints on learning, education and work. The acts of evaluation studied in this article are informal in character, and derive from interviews with career counsellors at public primary schools. The study of CG practice and practitioners is relevant and fruitful for the understanding of processes of recognition, as the respect for and attention to the already existing knowledge of the counselee is inscribed in the professional ethos and influential theoretical models for CG. In Sweden, this tendency is apparent, and a brief history of career counselling in Swedish public schools will be outlined, in order to point out the tenets of this tendency
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