Swedish career guidance counsellors’ recognition of newly arrived migrant students’ knowledge and educational strategies

Forfattere

  • Fredrik Hertzberg University of Bergen, University of Bergen Library

DOI:

https://doi.org/10.15845/ntvp.v2i1.1220

Emneord (Nøkkelord):

Newly arrived migrants, career guidance counselling, vocational and educational guidance, recognition, knowledge

Sammendrag

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.

Referanser

Andersson, P. & Harris, J. (2006). Re-theorizing the recognition of prior learning. Leicester: NIACE.

Andersson, P. & Osman, A. (2008). Recognition of Prior Learning as a Practice for Differential Inclusion and Exclusion of Immigrants in Sweden, Adult Education Quarterly, 59 (1), 42-60. DOI: 10.1177/0741713608325173.

Andersson, P., Fejes A. & Sandberg, F. (2013). Introducing research on recognition of prior learning, International Journal of Lifelong Education, 32(4), 405-411. DOI: 10.1080/02601370.2013.778068

Arulmani, G., Bakshi, A.J., Leong, F.T.J. & Watts, A.G. (Eds,) (2014). Handbook of Career Development. International Perspectives. New York: Springer.

Axelsson, M. (2015). Nyanländas möte med skolans ämnen i ett språkdidaktiskt perspektiv [Newly arrived and teaching subjects in a language-didactical perspective]. In: Bunar, N. (ed) Nyanlända och lärande – mottagande och inkludering. [Newly arrived and learning – Reception and inclusion]. Stockholm: Natur och kultur.

Borevi, K. (2002). Välfärdsstaten i det mångkulturella samhället. [The welfare state in the multicultural society]. Uppsala: University of Uppsala.

Bourdieu, P. (1990). The Logic of Practice. Stanford: Stanford University Press.

Bunar, N. (2010). Nyanlända och lärande. En forskningsöversikt om nyanlända elever i den svenska skolan [The Learning of Newly Arrived. An Overview of Research on Newly Arrived Students in Swedish Schools]. Stockholm: Vetenskapsrådet.

Cummings, J. (1991). Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: Californian Association for Bilingual Education.

Cummings, J. (2000). Language, Power, and Pedagogy. Bilingual Children in the Crossfire. Cleveland, OH: Multilingual Matters.

Diedrich, A. & Styhre, A. (2013). Constructing the employable immigrant: The uses of validation practices in Sweden, Ephemera, theory and politics in organization, 13(4), 759-783.

Ds 2013:6. Utbildning för nyanlända elever. [Education for newly arrived students]. Stockholm: Ministry of Education.

Glaser, B.G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.

Graneheim, U.H. & Lundman, B. (2003). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness, Nurse Education Today, 24(2), 105-112. DOI: 10.1016/j.nedt.2003.10.001.

Gruber, S. (2007). Skolan gör skillnad: Etnicitet och institutionell praktik. [When school makes a difference – ethnicity and institutional practice]. Linköping: University of Linköping.

Hertzberg, F. (2015). Double gestures of inclusion and exclusion. Notions of learning outcomes, autonomy, and informed choices in Swedish educational and vocational guidance, International Journal of Qualitative Studies in Education, 28(10), 1203-1228. DOI: http://dx.doi.org/10.1080/09518398.2014.974723.

Hertzberg, F. & Sundelin, Å. (2013). Counselling between recognition, justice and difference: the significance of power asymmetries, communicative projects and unintended consequences in career counselling of immigrants in Sweden. International Journal of Educational and Vocational Guidance, 14(1), 89–102. DOI: 10.1007/s10775-013-9261-z.

Honneth, A. (1997). The Struggle for Recognition. The Moral Grammar of Social Conflicts. Cambridge, MA: MIT Press.

Kaya, A. (2016). Att undervisa nyanlända. Metoder, reflektioner och erfarenheter. [Teaching Newly Arrived. Methods, Reflections and Experiences.] Stockholm: Natur och kultur.

Launikari M. & Puukari S. (eds.) (2005). Multicultural Guidance and Counselling. Theoretical Foundations and Best Practices in Europe. Jyväskylä: CIMO.

LeCompte, M.D, & Goetz, J.R. (1982). Problems of Reliability and Validity in Ethnographical Research, Review of Educational Research, 52(1), 31-60. DOI: 10.3102%2F00346543052001031

Leong, F.T.L. & Pearce, M. (2014). Indigenous Models of Career Development and Vocational Psychology. In: G. Arulmani, A.J. Bakshi, F.T.L. Leong & A.G. Watts (Eds) Handbook of Career Development. International Perspectives. New York, NY: Springer.

Ljungberg, C. (2005). Den svenska skolan och det mångkulturella – en paradox? [The Swedish School and the Multicultural – a Paradox?] Malmö: Malmö University College.

Lovén, A. (2003). The Paradigm Shift – Rhetoric or Reality? International Journal for Educational and Vocational Guidance, 3(2), 123-135. DOI: 10.1023/A:1024708123698

Lundahl, L. & Nilsson, G. (2009). Architects of their own future? Swedish career guidance policies. British Journal of Guidance and Counselling, 37(1), 27–38. DOI: 10.1080/03069880802535895.

McQueen, P. (2017). Social and Political Recognition, The Internet Encyclopedia of Philosophy. http://www.iep.utm.edu/, 2017-02-28.

Migrationsverket (2017). Asylsökande till Sverige under 2000-2016. [Asylum-seekers in Sweden 2000-2016]. http://www.migrationsverket.se/download/18.585fa5be158ee6bf362fd2/1484924988834/Asyls%C3%B6kande+till+Sverige+2000-2016.pdf. 2017-01-23.

Nilsson, J. & Axelsson, M. (2013). “Welcome to Sweden”: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes. International Electronic Journal of Elementary Education, 6(1), 137-164.

Nilsson, J. & Bunar, N. (2016). Educational Responses to Newly Arrived Students in Sweden: Understanding the Structure and Influence of Post-Migration Ecology. Scandinavian Journal of Education Research, 60(4), 399-416. DOI: 10.1080/00313831.2015.1024160.

Palmer, S. & Laungani, P. (1999). Counselling in a Multicultural Society. London: Sage.

Parsons, F. (1909). Choosing a vocation. Boston, MA: Houghton Mifflin.

Parszyk, I.M. (1999). En skola för andra: Minoritetselevers upplevelse av arbetets och livsvillkor i grundskolan. [A School for Others. The Experience of Minority Students of Work and Living Conditions] Stockholm: HLS.

Peavy, V. (1996). Constructivist career counselling and assessment. Guidance and Counselling, 11(3), 8–14.

Ponterotto, J.G., Casas, J.M., Suzuki, L.A. & Alexander, C.M. (eds.) (2001). Handbook of Multicultural Counselling. Thousand Oaks, CA: Sage.

Resh, N. & Erhard, R. (2002). ”Pushing up” or ”cooling-out”? Israeli counsellors’ guidance on track placement. Interchange, 33(4), 325-349. DOI: 10.1023/A:1021537720071.

Ricoeur, P. (1981). Hermeneutics and the Human Sciences: Essays on Language, Action and Interpretation. Cambridge: Cambridge University Press.

Rogers, C. (1951). Client-centered therapy. Boston, MA: Houghton Mifflin.

Runfors, A. (2003). Mångfald, motsägelser och marginaliseringar: En studie om hur invandrarskap formas i skolan. [Diversity, contradictions and marginalization: A study in the construction of migrants at schools]. Stockholm: Prisma.

Savickas, M. (1993). Career counselling in the postmodern era. Journal of Cognitive Psychotherapy, 7(3), 205–215.

Sawyer, L. (2006). Att koppla drömmar till verkligheten. SYO-konsulenters syn på etnicitet i övergången från grundskolan till gymnasiet. [Connecting dreams to reality. The views of career counsellors on the significance of ethnicity in the transition from primary to secondary education]. In: Sawyer, L. & Kamali, M. (Eds.), Utbildningens dilemma. Demokratiska ideal och andrafierande praxis, 187–249. [The dilemma of education. Democratic ideals and othering practices]. SOU 2006:40. Stockholm: Fritzes.

Shan, H. & Fejes, A. (2015) Skill regime in the context of globalization and migration. Studies in Continuing Education, 37(3), 227-235. DOI: 10.1080/0158037X.2015.1074895.

Skolverket (2008). Allmänna råd för utbildning av nyanlända elever. [General advice for education of newly arrived students]. Stockholm: The Swedish National Agency for Education.

Skolverket (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre. Stockholm: The Swedish National Agency for Education.

Skolverket (2013). Introduktionsprogrammet språkintroduktion. [The Introductory Program Language Introduction.] Stockholm: The Swedish National Agency for Education.

Skolverket (2014). Studie- och yrkesvägledning i undervisningen. [Educational and vocational guidance in education]. Stockholm: The Swedish National Agency for Education.

Spencer, B. (2005). Defining prior learning assessment and recognition. In L. English (Ed.). Encyclopaedia of adult education. Basingstoke: Palgrave Macmillan.

Sue, D.W. & Sue, D. (2001). Counselling the culturally diverse: Theory and practice (6th ed.). New York, NY: Wiley.

Sundelin, Å (2015). Att skapa framtid. En analys av interaktionen i studie- och yrkesvägledande samtal med unga i migration. [Shaping a future. An analysis of interaction in career counselling conversations with young migrants]. Stockholm: Stockholm University.

Taylor, C. (1994). Multiculturalism: Examining the politics of recognition. Princeton, NJ: Princeton University Press.

Vesterberg, V. (2015). Learning to be Swedish: Governing Migrants in Labour-Market Projects, Studies in Continuing Education, 37(3), 302–316. DOI: 10.1080/0158037X.2015.1043987.

Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Webb, S (2015). ‘It’s who you know not what’: migrants’ encounters with regimes of skills as misrecognition. Studies in Continuing Education, 37(3), 267-285. DOI: 10.1080/0158037X.2015.1007938.

Yakushko, O.; Backhaus, A., Watson. M., Ngaruiya, K. & Gonzalez, J. (2008). Career Development Concerns of Recent Immigrants and Refugees. Journal of Career Development, 34(4), 362-396.

Yogev, A. & Roditi, H. (1987). School Counsellors as gatekeepers. Guidance in poor versus affluent neighbourhoods. Adolescence, 22(87), 625-639.

Nedlastinger

Publisert

2017-05-15

Hvordan referere

Hertzberg, F. (2017). Swedish career guidance counsellors’ recognition of newly arrived migrant students’ knowledge and educational strategies. Nordisk Tidsskrift I Veiledningspedagogikk, 2(1), 45–61. https://doi.org/10.15845/ntvp.v2i1.1220

Utgave

Seksjon

Artikler