If Career Education Is the Solution, What Is the Implied Problem?

Røise, Petra

doi:10.1163/9789004428096_018

Cited by 12 publications

(5 citation statements)

References 14 publications

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“…This article explores how qualitative research into career education in Norway can inform a further development of Community Interaction Theory. In line with Guichard (2001), I describe career education as facilitating career learning in collective processes in schools (Røise, 2020). These collective career learning processes need to be systematised through pedagogical facilitation, as stated by Niles and Harris-Bowlsbey (2009).…”

Section: Introductionmentioning

confidence: 89%

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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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Section: Introductionmentioning

confidence: 89%

“…Whereas an earlier edition of the Norwegian curriculum has been identified embedded in a neoliberal rationale (Røise, 2020), such responsibilisation of the individual regarding their own education and employability, is still prominent in the current curriculum for Educational Choice.…”

Section: Introductionmentioning

confidence: 99%

emancipatory potential of community interaction in career education

Røise¹

2022

NICEC Journal

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“…Plus précisément, ce travail se concentre sur les expériences des élèves en matière de continuité et de discontinuité par rapport aux tensions naturellement présentes dans l'éducation à la carrière. Pour que les élèves fassent l'expérience d'un apprentissage cohérent de la carrière dans les écoles secondaires inférieures, l'éducation à la carrière doit aider à relier les activités de carrière au choix de carrière et à l'apprentissage en Introduction Some countries have adopted an integrated "whole-school approach" to career education, whilst others have introduced career education as a separate subject in the curriculum (Sultana, 2012;Røise, 2020). The latter is the case in Norway, where the subject is known as Educational Choice [Utdanningsvalg].…”

Section: Résuméunclassified

“…This research circle aimed to develop knowledge on how to understand and strengthen students' career learning between school and working life, with the intent of reducing a narrow focus on career choice and strengthening a widening perspective regarding career learning (Skovhus, 2018). This study focuses on an integrated approach to the curriculum of Educational Choice, which conditions cooperation within the school as an organization (Røise, 2020;Røise & Bjerkholt, 2020;Sultana, 2012) to create knowledge on the students' experience of coherence in career learning across contexts. The research circle forms the background for inquiry into students' experiences of career learning across contexts.…”

Section: The Context For the Studymentioning

confidence: 99%

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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“…I vår studie belyses karrierelaering i faget utdanningsvalg som integrert i skolens praktisk-pedagogiske innhold og organisering. En slik integrert tilnaerming til faget kan styrke koblinger til andre fag, noe som forutsetter samarbeid innad i skolen som organisasjon (Røise, 2020;Sultana, 2012…”

Section: Casebeskrivelsenunclassified

Frigjørende deltakelse i en forskningssirkel om faget utdanningsvalg

Røise

Bjerkholt

2020

Forskning og forandring

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Denne artikkelen handler om hvordan samtalene i deltakerorientert forskning bidrar til å åpne og lukke for frigjørende deltakelse. Deltakerorientert forskning har en demokratisk og emansipatorisk hensikt ved å ta utgangspunkt i deltakernes ulike kunnskaper, erfaringer og praksis. Ny kunnskap utvikles gjennom at deltakerne er villige til å sette sin forforståelse på spill og åpne for ny erkjennelse. Artikkelen tar utgangspunkt i et forskningsprosjekt som illustrerer deltakernes ulike posisjoner, en forskningssirkel hvor deltakerne undersøkte hvordan de kan utvikle sine arbeidsmåter i faget utdanningsvalg i ungdomsskolen. Deltakerne er lærere, karriererådgivere og en forsker. Ved å benytte kontekstuell analyse (Svensson & Doumas, 2013) kombinert med analyse av de fire årsakene (Kindeberg, 2011; Bjerkholt, Ørbæk & Kindeberg, 2020) blir det synliggjort hvordan alle deltakerne, inkludert lederen av forskningssirkelen, setter sin forforståelse i spill gjennom en kritisk-dialogisk prosess. Det diskuteres hvilken betydning kritisk-dialogiske prosesser kan ha i organisasjoners læring.

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If Career Education Is the Solution, What Is the Implied Problem?

Abstract: This is an open access chapter distributed under the terms of the CC BY-NC 4.0 License.

Cited by 12 publications

References 14 publications

emancipatory potential of community interaction in career education

emancipatory potential of community interaction in career education

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

Frigjørende deltakelse i en forskningssirkel om faget utdanningsvalg

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