CitationBakke, I.B., Hagaseth Haug, E. and Hooley, T., 2018. Moving from information provision to co-careering: Integrated guidance as a new approach to e-guidance in Norway.
Norway is reforming its career guidance system. This article explores how these reforms are experienced in schools around Norway, and attends to the way in which the concept of "career" is understood. There is a difference between an "everyday" and a scholarly understanding of the concept, between seeing it as hierarchical, or viewing career more democratically. This study explores how these tensions are worked through by Norwegian young people and guidance counsellors. The article argues that this tension is pronounced because the concept of "career" has entered Norway as part of a top down policy discourse. Consequently, there is a need to re-contextualise the ideas of career and career guidance to connect them with Norwegian culture.
This is an open access chapter distributed under the terms of the CC BY-NC 4.0 License. INGRID BÅRDSDATTER BAKKE 2. THE 'IDEA OF CAREER' AND 'A WELFARE STATE OF MIND'
Career guidance in Norway has seen major developments over the past two decades. Secondary schools have integrated career education and guidance into an education system which socialises young people to develop citizenship and take part in society. In this article, I explore how Norwegian teenagers' career thinking is influenced by Norwegian cultural values which are strongly associated with the Nordic model of welfare: collective individualism, egalitarianism, and work-centrality. Teenagers' and counsellors' thoughts about career are explored through qualitative interviews and analysed using thematic analysis. The analysis shows that in conversations about career choices, teenagers and counsellors refer to these concepts, but in ways varying most notably along the urban-rural, academic-VET, and adult-teenager dimensions. Implications for career guidance are discussed.
Rurality and career choices. This article explores how teenagers from a small rural community in northern Norway experience making career choices, in the intersection between individual needs and community values. Interviews with 10th graders in the process of making their first manifest career choice – choosing upper secondary – shows that whether or not the teenagers identify with the community and see a future there or not, is of major importance. The consequential preference for education and acquisition of competence, either strengthen or weaken the ties with the community, becoming a determinant of who leaves, and who stays.
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