Governing through guidance: an analysis of educational guidance practices in an Italian lower secondary school.
Current social policy discourse defines educational and career guidance as a key tool to enhance individual self-realisation while pursuing collective social objectives (economic growth, reduction of drop-out rate, social inclusion). Relying on Foucault's concept of governmentality, critical researc...
| Published in: | Discourse: Studies in the Cultural Politics of Education Vol. 40; no. 6; pp. 773 - 789 |
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| Format: | Article |
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Taylor & Francis Ltd
Dec2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=139384850&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 139384850 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2019 vid: 40 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 139384850 10.1080/01596306.2017.1314251 ppf: 773 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Governing through guidance: an analysis of educational guidance practices in an Italian lower secondary school. aug: au: Romito, Marco affil: Department of Sociology and Social Research, Università degli Studi di Milano-Bicocca, Milan, Italy su: Educational counseling Vocational guidance Secondary schools Social integration Policy discourse Italy sug: subj: Italy Educational counseling Vocational guidance Secondary schools Social integration Policy discourse keyword: Foucault governmentality Guidance policies policy enactment self-evaluation forms self-management technology of power technology of the self ab: Current social policy discourse defines educational and career guidance as a key tool to enhance individual self-realisation while pursuing collective social objectives (economic growth, reduction of drop-out rate, social inclusion). Relying on Foucault's concept of governmentality, critical research has long destabilised this mainstream narrative by stressing that guidance polices constitute a technology of government through which the political ambition to govern is realised by shaping citizens' desires and ambitions. This article aims to provide an in-depth empirical analysis of how governing practices unfold within a concrete guidance setting. Based on ethnographic data, the essay focuses on guidance practices addressing 13–14-year-old students in Italy moving from comprehensive education to a tracked educational level. Particular emphasis is given to the role played by guidance forms, questionnaires and exercises. These materials, it is argued, enable particular technologies of the self that are key to involving individual in practices of self-government. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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