Urban neighbourhoods and guidance counselling in basic education: a spatial justice approach

This study sought to gain a deeper understanding of the spatiality and spatial justice of guidance counselling in basic education. The spatial framework was applied to analyse the recognition of diversity and adolescents' positioning in guidance counselling (lessons, excursions and information...

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Bibliographic Details
Published in:British journal of sociology of education 2023-10, Vol.44 (7), p.1127-1143
Main Author: Kalalahti, Mira
Format: Article
Language:English
Subjects:
Academic guidance counseling
Acknowledgment
Adolescents
basic education
Counseling
Cultural competence
Disadvantaged
Foreign Countries
Grade 9
Guidance counselling
Justice
Multiculturalism & pluralism
Neighborhoods
Positioning
School Counseling
Secondary education
Secondary School Students
spatial justice
Student Attitudes
Urban Areas
urban neighbourhoods
Urban schools
Working class
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Summary:This study sought to gain a deeper understanding of the spatiality and spatial justice of guidance counselling in basic education. The spatial framework was applied to analyse the recognition of diversity and adolescents' positioning in guidance counselling (lessons, excursions and information events). This study used a phenomenological research approach based on fieldwork, observations and lifespan interviews conducted with a class located in a disadvantaged urban neighbourhood in Finland. The outcomes reveal how adolescents adjust or take counter positions to prevailing expectations attached to their neighbourhoods. The transition to upper-secondary education was geographical, social and cultural, and the guidance counselling was able to provide inclusive and affirmative support for transitions. Simultaneously, guidance is vehicle for cultural adaptation to the working-class position and tend to lack a recognition of the diversity and counter positions of adolescents. This paper discusses the multicultural competence of counsellors and the potentiality of group-based guidance.
ISSN:0142-5692
1465-3346
DOI:10.1080/01425692.2023.2238908