Volume 14, Number 2

Pedagogical Mediation and Subject Formation in School Career Guidance: Reframing Educational Orientation Beyond Decision-Making

  Authors

Haliotou Catherine, Regional Directorate of Education, Greece

  Abstract

This article proposes a revised conceptual framework for school career guidance by distinguishing it from adult-oriented decision-making models. Building on Krivas' pedagogical understanding of guidance and extending an earlier conference contribution, it argues that school guidance should be understood as a formative educational practice rather than as a technical service for choice optimization. The article develops three interrelated dimensions: pedagogical mediation, subject formation and institutional responsibility. It further examines the ethical and political implications of guidance in relation to curriculum, inequality, normalization and professional judgment. Methodologically, the article argues that research on school guidance requires interpretative, longitudinal and discourse-sensitive approaches capable of capturing developmental processes that cannot be reduced to immediate outcomes. The proposed framework contributes to international debates by repositioning school career guidance within the educational mission of schooling and by resisting the instrumental reduction of guidance to employability.

  Keywords

school career guidance, pedagogical mediation, subject formation, educational power, curriculum