Vägledning, inkludering och professionellt aktörskap. En kvalitativ intervjustudie av studie- och yrkesvägledares professionella överväganden om inkludering av nyanlända ungdomar och unga vuxna.
DOI:
https://doi.org/10.63310/edu.2025.4.57879Keywords:
migranter, nyanlända elever, profession, studie- och yrkesvägledning, social inkluderingAbstract
This article explores how career guidance counsellors (CGCs) in Sweden perceive and enact conditions for the social inclusion of newly arrived students (NAS) within their professional practice. Drawing on professionalization theory (autonomy/discretion, expertise, and jurisdiction) the study examines the scope of CGCs’ professional agency in fostering inclusion. The analysis is based on qualitative interviews with CGCs working in municipalities with high numbers of newly arrived migrants. Findings reveal that inclusive career guidance involves three interrelated steps: (1) introducing NAS to the education system, (2) establishing pathways from education to the labour market, and (3) making these pathways manageable. While CGCs exercise significant discretion, particularly in adapting their expertise and pedagogical approaches to meet NAS needs, their jurisdiction is constrained by other institutional actors, notably the Swedish Employment Office (Arbetsförmedlingen). These findings highlight the tension between professional autonomy and institutional structures in shaping inclusive practices.
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