‘Not a thing is my thing’ : Atypical educational transition from comprehensive school onwards

This article analyses a group of ninth graders’ endeavours to sketch their future in terms of education and work, and the ways in which they seek direction and portray their routes from compulsory school onwards. What connects our informants is the fact that they have not continued along mainstream educational routes (that is, either to general or vocational upper secondary school). The article analyses whether the informants built their biographies as a set of reflective choices (choice, elective, or ‘do-it-yourself’ biographies) or linear educational biographies (normal biographies). We investigate the ways in which the drafted biographical map, and the sketched individual route on it, are built on reflectivity and social structures. By exploring these issues, we aim to critically scrutinise the theoretical interpretations of educational transitions constructed as normal or choice biographies. To this end, the study analyses the ways in which the informants seek direction in their life course – and the reflection involved – by using Savickas’ (2002) career construction theory. The interview data were analysed in keeping with the concepts of career concern, career control, career conception and career confidence. The overall aim of the article is to theoretically discuss the notions of normality and choice within educational biographies by elaborating on the decisiveness, constraints and possibilities, as articulated in the interview data.Peer reviewe