Runaway, frightening worlds. Careers counselling, its values and epistemology among marginalised peoples: a psychosocial, auto/biographical narrative exploration.

Conference paper

Reid, H. and West, L. 2013. Runaway, frightening worlds. Careers counselling, its values and epistemology among marginalised peoples: a psychosocial, auto/biographical narrative exploration.

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Authors	Reid, H. and West, L.
Type	Conference paper
Year	2013
Conference	International Association for Educational and Vocational Guidance (IAVEG) Annual Conference
Official URL	http://www.iaevg.org/
Deposited	11 Feb 2015

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Reid, H. 2002. Death by portfolio building: avoiding NVQ bureaucracy. Career Guidance Today. 10 (2), pp. 32-35.

Shared meanings: visions of support

Reid, H. 2002. Shared meanings: visions of support. Career Guidance Today. 10 (5), pp. 33-36.

Barriers to inclusion for the disaffected: implications for 'preventive' careers guidance work with the under-16 age-group

Reid, H. 1999. Barriers to inclusion for the disaffected: implications for 'preventive' careers guidance work with the under-16 age-group. British Journal of Guidance and Counselling. 27 (4), pp. 539-554. https://doi.org/10.1080/03069889908256289

Social barriers to guidance: implications for theory and practice

Reid, H. 1999. Social barriers to guidance: implications for theory and practice. Educational and Vocational Guidance Bulletin. 63, pp. 41-55.

Narrative and career guidance: small talk or useful dialogue?

Reid, H. 2003. Narrative and career guidance: small talk or useful dialogue? in: Edwards, A. (ed.) Challenging Biographies: Re-Locating the Theory and Practice of Careers Work Canterbury Canterbury Christ Church University College. pp. 48-63

Why people learn: adult learning in a changing world

West, L. 2004. Why people learn: adult learning in a changing world. in: Radovan, M. and Dordevic, N. (ed.) Current Issues in Adult Learning and Motivation Llubljana Slovenian Institute for Adult Education. pp. 3-22

Challenging auto/biographies: careers and guidance in a 5 to 9 world

West, L. 2003. Challenging auto/biographies: careers and guidance in a 5 to 9 world. in: Edwards, A. (ed.) Challenging Biographies: Re-Locating the Theory and Practice of Careers Work Canterbury Canterbury Christ Church University College. pp. 8-24

Kształcenie lekarzy: studium auto/biograficzne

West, L. 2003. Kształcenie lekarzy: studium auto/biograficzne. Teraźniejszość - Człowiek - Edukacja. 21, pp. 141-156.

Space for reflection: reasserting a professional identity

Reid, H. 2003. Space for reflection: reasserting a professional identity. Career Guidance Today. 11 (2), pp. 14-17.

Challenging careers, perspectives from auto/biographical research

West, L. 2004. Challenging careers, perspectives from auto/biographical research. in: Malik, B. and Irving, B. (ed.) Critical Reflections on Career Education and Guidance: Promoting Social Justice within a Global Economy Abingdon, UK Routledge Falmer. pp. 186-199

Old Issues, New Thoughts: Family Learning, Relationship and Community Activism

West, L. 2005. Old Issues, New Thoughts: Family Learning, Relationship and Community Activism. in: Kurantowicz, E., Bron, A. and Salling Olesen, H. (ed.) Between Old and New Worlds of Adult Learning Wroclaw, Poland University of Silesia Press. pp. 408-424

Beyond the toolbox: integrating multicultural principles into a career guidance intervention model

Reid, H. 2004. Beyond the toolbox: integrating multicultural principles into a career guidance intervention model. in: Malik, B. and Irving, B. (ed.) Critical Reflections on Career Education and Guidance: Promoting Social Justice within a Global Economy Abingdon, UK Routledge Falmer. pp. 172-185

Claiming sustainable space: families, communities and learning

West, L. 2006. Claiming sustainable space: families, communities and learning. in: Wingard, B. (ed.) Livslang Nyfikenhet Stockholm HLS Forlag. pp. 275-287

Viejos temas, neuvos enfoques: Aprendizaje familiar, relacion y avtivismo comunitario. Un enfoque auto/biographrafico

West, L. 2005. Viejos temas, neuvos enfoques: Aprendizaje familiar, relacion y avtivismo comunitario. Un enfoque auto/biographrafico. Dialogos, Educacion y formacion de pesonas. 2, pp. 75-85.

Constructing the future: transforming career guidance

Reid, H. 2006. Constructing the future: transforming career guidance. in: Reid, H. and Bimrose, J. (ed.) Constructing the Future: Transforming Career Guidance Stourbridge, UK Institute of Career Guidance. pp. 7-19

A cautionary note on support and supervision

Reid, H. 2006. A cautionary note on support and supervision. in: Reid, H. and Westergaard, J. (ed.) Providing Support and Supervision: An Introduction for Professionals Working With Young People London Routledge. pp. 162-175

What is support and supervision?

Reid, H. 2006. What is support and supervision? in: Reid, H. and Westergaard, J. (ed.) Providing Support and Supervision: An Introduction for Professionals Working With Young People London Routledge. pp. 13-27

Introduction

Reid, H. and Westergaard, J. 2006. Introduction. in: Reid, H. and Westergaard, J. (ed.) Providing Support and Supervision: An Introduction for Professionals Working With Young People London Routledge. pp. 1-12

What advisers want from support and supervision: ''pit head time to wash off the dust of their labours''

Reid, H. 2005. What advisers want from support and supervision: ''pit head time to wash off the dust of their labours''. Career Guidance Today. 13 (1), pp. 24-27.

In border country: connecting self, the other and spirit in transformative learning

West, L. 2010. In border country: connecting self, the other and spirit in transformative learning. in: Willis, P., Leonard, T., Morrison, A. and Hodge, S. (ed.) Spirituality, Mythopoesis and Learning Brisbane, Australia Post Pressed. pp. 206-217

Lifelong learning and the family: an auto/biographical imagination

West, L. 2010. Lifelong learning and the family: an auto/biographical imagination. in: Jarvis, P. (ed.) The Routledge International Handbook of Lifelong Learning London, UK Routledge. pp. 67-79

Biographical and life history approaches: commonalities and differences in the study of adult and lifelong learning

West, L., Merrill, B., Andersen, A., Weber, K. and Olesen, H. 2007. Biographical and life history approaches: commonalities and differences in the study of adult and lifelong learning. in: West, L., Alheit, P., Andersen, A. and Merrill, B. (ed.) Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives Frankfurt am Main Peter Lang. pp. 279-294

Why this book and why now?

West, L., Alheit, P., Andersen, A. and Merrill, B. 2007. Why this book and why now? in: West, L., Alheit, P., Andersen, A. and Merrill, B. (ed.) Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives Frankfurt am Main Peter Lang. pp. 11-27

Structuring support and supervision for different contexts

Reid, H. 2007. Structuring support and supervision for different contexts. in: Harrison, R., Benjamin, C., Curran, S. and Hunter, R. (ed.) Leading Work with Young People London SAGE Publications Ltd. pp. 164-176

Gendered space: men, families and learning

West, L. 2008. Gendered space: men, families and learning. in: Ostrouch, J. and Ollagnier, E. (ed.) Researching Gender in Adult Learning Oxford Peter Lang.

Only connect: the auto/biographical, psychosocial imagination in researching lives

West, L. 2009. Only connect: the auto/biographical, psychosocial imagination in researching lives. in: Alheit, P. and Felden, H. (ed.) Lebenslanges Lernen und erziehungswissenschaftliche Biographieforschung Germany VS Verlag. pp. 45-59

Claiming sustainable space: families, communities and learning, an auto/biographical perspective

West, L. 2009. Claiming sustainable space: families, communities and learning, an auto/biographical perspective. in: Willis, P., McKenzie, S. and Harris, R. (ed.) Rethinking Work and Learning Springer.

Really reflexive practice: auto/biographical research and struggles for a critical reflexivity

West, L. 2009. Really reflexive practice: auto/biographical research and struggles for a critical reflexivity. in: Bradbury, H., Frost, N., Kilminster, S. and Zukas, M. (ed.) Beyond Reflexive Practice London, UK Routledge. pp. 66-80

Salvaging the self in adult learning

Hunt, C. and West, L. 2009. Salvaging the self in adult learning. Studies in the Education of Adults. 41 (1), pp. 68-82.

Reflection: a transitional space for career development

Reid, H. and Bassot, B. 2011. Reflection: a transitional space for career development. in: McMahon, M. and Watson, M. (ed.) Career Counselling and Constructivism: Foundational Constructs New York Nova Science Publishers. pp. 101-115

Learning in a border country: using psychodynamic ideas in teaching and research

Hunt, C. and West, L. 2006. Learning in a border country: using psychodynamic ideas in teaching and research. Studies in the Education of Adults. 38 (2), pp. 160-177.

Claiming and sustaining space? Sure Start and the auto/biographical imagination

West, L. and Carlson, A. 2006. Claiming and sustaining space? Sure Start and the auto/biographical imagination. Auto/Biography. 14 (2), pp. 359-380. https://doi.org/10.1177/0967550706073343

An auto/biographical imagination: the radical challenge of families and their learning

West, L. 2007. An auto/biographical imagination: the radical challenge of families and their learning. in: West, L., Alheit, P., Andersen, A. and Merrill, B. (ed.) Using Biographical Approaches in the Study of Adult and Lifelong Learning: European Perspectives Frankfurt am Main Peter Lang. pp. 221-240

Usefulness and truthfulness: outlining the limitations and upholding the benefits of constructivist approaches for career counselling

Reid, H. 2006. Usefulness and truthfulness: outlining the limitations and upholding the benefits of constructivist approaches for career counselling. in: McMahon, M. and Patton, W. (ed.) Career Counselling: Constructivist Approaches London Routledge. pp. 30-41

Runaway, frightening worlds. Careers counselling, its values and epistemology among marginalised peoples: a psychosocial, auto/biographical narrative exploration.

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