Scholarlink

<p>In this research, we draw on Das Gupta’s theory of immigrants’ negotiation of transnational rights and borders. Specifically, we follow the two key notions of her work, <i>place-taking</i> and <i>space-making</i>, to explore secondary school immigrant students’ engagement with work experience as part of their school curriculum and their transition from school to work or tertiary education. While work experience is widely recognised as critical for school-to-work transitions, immigrant youth often face systemic barriers. This research asks: How do parents and career advisers act as <i>place-takers</i> or <i>space-makers</i> in enabling or constraining these opportunities? We explore whether parents and career advisers function as <i>place-takers</i> (reinforcing barriers) or <i>space-makers</i> (creating opportunities), and how their roles intersect with systemic inequities. Through semi-structured interviews with 16 immigrant parents and six career advisers, we find that parents often prioritise academic achievement over workplace learning, reinforcing place-taking norms, while economic pressures (e.g., pandemic-related instability) occasionally compel space-making adaptations. Career advisers, meanwhile, identify structural barriers (e.g., employer bias, language gaps) but rarely challenge them. We argue that systemic inequities persist because key stakeholders—intentionally or not—uphold dominant narratives about immigrant youth’s employability. The study concludes with recommendations for policymakers and educators to foster inclusive pathways, including parent outreach programs and employer partnerships.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Place-taking or space-making: immigrant parents’ and career advisers’ perspectives on youth workplace learning in Aotearoa New Zealand

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月15日

查看全文
  • Maryam Sharifkhani,
  • Mahdis Azarmandi

摘要

In this research, we draw on Das Gupta’s theory of immigrants’ negotiation of transnational rights and borders. Specifically, we follow the two key notions of her work, place-taking and space-making, to explore secondary school immigrant students’ engagement with work experience as part of their school curriculum and their transition from school to work or tertiary education. While work experience is widely recognised as critical for school-to-work transitions, immigrant youth often face systemic barriers. This research asks: How do parents and career advisers act as place-takers or space-makers in enabling or constraining these opportunities? We explore whether parents and career advisers function as place-takers (reinforcing barriers) or space-makers (creating opportunities), and how their roles intersect with systemic inequities. Through semi-structured interviews with 16 immigrant parents and six career advisers, we find that parents often prioritise academic achievement over workplace learning, reinforcing place-taking norms, while economic pressures (e.g., pandemic-related instability) occasionally compel space-making adaptations. Career advisers, meanwhile, identify structural barriers (e.g., employer bias, language gaps) but rarely challenge them. We argue that systemic inequities persist because key stakeholders—intentionally or not—uphold dominant narratives about immigrant youth’s employability. The study concludes with recommendations for policymakers and educators to foster inclusive pathways, including parent outreach programs and employer partnerships.