A broader educational and vocational outlook in compulsory education has consequences for social justice

Skovhus, Randi Boelskifte; Poulsen, Bo Klindt

doi:10.1007/s10775-021-09468-1

Cited by 7 publications

(7 citation statements)

References 10 publications

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“…An integrated approach is suggested to strengthen the connection between career education and other aspects of the curriculum (Sultana, 2012;Vaughan, 2010). Previous studies have emphasized that placement activities should broaden students' horizons for education and vocation (Hatcher & Le Gallais, 2008;Plant, 2020;Poulsen et al, 2016;Skovhus & Poulsen, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Such a notion of coherence could allow students to expand their horizons, thus opening doors to their future educational and vocational possibilities. However, career activities outside the school context seem challenging to organize and integrate into other subject curricula (Lødding & Holen, 2012;Plant, 2020;Skovhus & Poulsen, 2021;Skovhus & Thomsen, 2020).…”

Section: Résumémentioning

confidence: 99%

“…However, according to Røise, "[a] problem that can arise is that if career education is everybody's responsibility, there is a danger of it becoming no one's" (2020, p. 269). Thus, for students to experience coherent career learning in lower secondary school, career education must help relate career activities to career choice and career learning by encouraging systematic reflections on preparation and follow-up (Skovhus & Poulsen, 2021). Expanding on this perspective, the current paper explores the challenges that emerge when aiming for more coherent career education from the students' viewpoint.…”

Section: Résumémentioning

confidence: 99%

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Students’ critical reflections on learning across contexts in career education in Norway

Røise

2022

Int J Educ Vocat Guidance

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Following community interaction theory and drawing upon the concept of boundary crossing, this paper investigates students’ experiences of career learning across contexts when involved in placement activities. Specifically, this work focuses on students’ experiences of continuity and discontinuity in relation to tensions naturally embedded in career education. For students to experience coherent career learning in lower secondary schools, career education must help relate career activities to career choice and learning by encouraging systematic reflections during preparation and follow-up. From a continuity/discontinuity perspective, when activities in out-of-school contexts are accompanied by an educational infrastructure, it can limit students’ freedom to reflect on their experiences. Analysis results point to the emancipatory potential of collective reflection after the placement activities. Furthermore, the results highlight the unfulfilled potential of discontinuity as a source of career learning when moving across contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Résumémentioning

confidence: 99%

Section: Résumémentioning

confidence: 99%

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Students’ critical reflections on learning across contexts in career education in Norway

Røise

2022

Int J Educ Vocat Guidance

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“…Where the classroom activities left little time for discussions and reflection, the focus groups turned out to be an arena for collective reflection on the individual experiences Articles 54| Journal of the National Institute for Career Education and Counselling related to placement. Furthermore, students expressed the need for support and guidance related to the placements, to experience coherence (Skovhus & Poulsen, 2021). As one student describes the questions she was asked in the focus group:…”

Section: Collective Reflectionmentioning

confidence: 99%

emancipatory potential of community interaction in career education

Røise¹

2022

NICEC Journal

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This article contributes to a further development of Bill Law’s Community Interaction Theory (1981, 2009), by highlighting its emancipatory potential. Through an action research project with teachers, career counsellors and the article’s author, collective knowledge was developed on career education in lower secondary schools in Norway, with particular focus on integrating career learning through work placement activities. Analysis show challenges in contributing to career education’s liberating potential without sufficient insight into how to facilitate a reflective career learning process. The paper concludes that, to strengthen a focus on emancipation, career education needs to build on Community Interaction Theory by emphasising the collective, contextual, complex, and critical dimensions of career learning.

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“…Since the publication of these books, interest in the area has continued to intensify with many other writers, researchers and practitioners exploring similar issues (e.g. Chadderton;Skovhus & Poulsen, 2021;Staunton & Rogosic, 2021) including an increasing number of voices addressing these issues from the global south (see Sultana, 2020) as well as a growing interest in social justice within the field's heartland of vocational psychology (Blustein et al, 2019;McWhirter & McWha-Hermann, 2021).…”

Section: A Growing Movement For Changementioning

confidence: 99%

Five signposts to a socially just approach to career guidance

Hooley¹,

Sultana²,

Thomsen³

2021

NICEC Journal

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Manuscripts are welcomed focusing on any form of scholarship that can be related to the NICEC Statement. This could include, but is not confined to, papers focused on policy, theory-building, professional ethics, values, reflexivity, innovative practice, management issues and/or empirical research. Articles for the journal should be accessible and stimulating to an interested and wide readership across all areas of career development work. Innovative, analytical and/or evaluative contributions from both experienced contributors and first-time writers are welcomed. Main articles should normally be 3,000 to 3,500 words in length and should be submitted to one of the co-editors by email. Articles longer than 3,500 words can also be accepted by agreement. Shorter papers, opinion pieces or letters are also welcomed for the occasional 'debate' section. Please contact the relevant issue co-editor(s) prior to submission to discuss the appropriateness of the proposed article and to receive a copy of the NICEC style guidelines. Final decisions on inclusion are made following full manuscript submission and a process of peer review.

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A broader educational and vocational outlook in compulsory education has consequences for social justice

Cited by 7 publications

References 10 publications

Students’ critical reflections on learning across contexts in career education in Norway

Students’ critical reflections on learning across contexts in career education in Norway

emancipatory potential of community interaction in career education

Five signposts to a socially just approach to career guidance

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