6.6. Guided Self-Exploration as a “Narrative Machinery” that Produces Intelligible Subjects

s from and ignores both the strict regulation of the occupation-education link of the Swiss apprenticeship system and on the other side possible internal limitations, for instance the self-elimination of lower-class youth from specific, more demanding apprenticeships. As such it may rather enhance existing class-based inequalities rather than counter then. In a certain sense, the portfolio is appealing to the (unequally distributed) “projective element of Agency” (Emirbayer/Mische 1998: 962) as it calls upon the young participants to develop representations of possible future selves, and incites the young persons to produce narratives of possible futures that are realist and realizable and that “keep the road” in front of the evaluations of the labor-market. In chapter 6.4 I have proposed to conceive the task of the Motivational Semesters as a preparation for the evaluative tests of the labor market. Within the theoretical framework of the sociology of conventions, the process of recruitment, and more precisely of a job interview has been conceived