ABSTRACT We present an analysis of narratives that emerged from a recent interdisciplinary design thinking careers intervention exploring how employability is represented within one UK University. We conducted a critical discourse analysis using a policy analysis framework that revealed four emergent problem representations. These exposed tacit assumptions about students’ lack of employability skills and the responsibilisation of ‘employability’, amplified silences around opportunity structures and highlighted unquestioned expectations about employability in the neoliberalist paradigm. The need for critical discourse is foregrounded, as is the importance of collective engagement in reframing these narratives. Design Thinking shows promise as a novel intervention for future career education practice, enabling practitioners and individuals to begin to co-create a new critical consciousness.

https://www.tandfonline.com/doi/pdf/10.1080/03069885.2022.2054943?needAccess=true

Problem representations of employability in higher education: using design thinking and critical analysis as tools for social justice in careers education

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 understo...

I Don’t Think Anyone Here has Thought About Career Really: What the Concept of “Career” Means to Norwegian Teenagers and School Counsellors

Career Education in the Nordic Countries: A Comparison of National Legislation and Compulsory School Curricula

ABSTRACT This article sets out the findings of a systematic review on research into career guidance policy in the Nordic countries between 2008 and 2022. In total 60 papers were reviewed from across the Nordic region. They focused on national career guidance systems, career guidance systems for young people, the adult guidance system and career guidance for migrants. The corpus proved to be methodologically diverse with studies utilizing a wide range of different research strategies, although important differences were found between academic and grey literature. Most of the papers reviewed were atheoretical, with the remaining, mainly academic, literature drawing heavily on critical theory. The thematic analysis identified four major themes in the corpus: the context for career guidance policy; career guidance provision and practice; technologies of governance; and beneficiaries and outcomes of career guidance policies. The findings are discussed in relation to the strengths and weakness of the corpus and used to propose a research programme for the next 15 years.

A systematic review of research into career guidance policy in the Nordic countries (2008-2022)

In Denmark, there has been an increased focus in education and guidance policy on teachers’ responsibilities concerning career and career education. Teachers are now expected to integrate career education into the curriculum across the educational sector. This study investigates how teachers and students construct career learning as a new educational concept and how teachers integrate or fail to integrate it into the curriculum and their everyday practice. The empirical foundation of this paper is an ethnographic study that consists of observations and interviews with ten teachers and thirteen students in Danish upper secondary education. Through a semantic analysis inspired by Niklas Luhmann, an analytical framework of six semantic positions within career and guidance theory was developed. These were “choice”, “adaption”, “development”, “learning”, “change”, and “coincidence”. This study indicates that Danish students and teachers construct career learning differently. Five categories describe the students and teachers conflictual. These revolved around an ongoing conflict about the helpfulness or harmfulness of career learning. While students tend to construct career learning as helpful through the semantics of “choice”, “development”, and “adaptability”, the teachers predominantly saw this construction as harmful – to the students and their practice. Instead, the teachers sought to construct career learning concerning the semantics of “learning” and “change” – or reject it as an educational concept. Abstrakt I Danmark er der igennem de seneste år kommet et øget fokus på læreres ansvar i relation til studerendes karrierekompetence og karrierelæring, og i dele af uddannelsessektoren forventes det nu, at lærere integrere f.eks. karrierelæring i deres undervisning. Dette studie har til formål at undersøge, hvordan lærere og elever i gymnasieskolen konstruerer karrierelæring som begreb i relation til deres undervisning. Empirisk hviler studiet på en etnografisk undersøgelse bestående af observationer og interviews med 10 lærere og 13 elever på tre forskellige case-gymnasier. Den teoretiske ramme bygger på Niklas Luhmanns systemteori. Med udgangspunkt i teorien udvikles der en analytisk ramme for karriere- og vejledningsteori bestående af seks semantiske positioner; “valg”, “tilpasning”, “udvikling”, “læring”, “forandring” og “tilfældighed”. Studiet peger på, at elever og lærere konstruerer karrierelæring forskelligt. Med udgangspunkt i de semantiske positioner identificeres der fem områder, der alle kredser om en vedvarende konflikt mellem, hvorvidt karrierelæring er hjælpsom eller skadelig. Med udgangspunkt i de semantiske positioner argumenteres der for, at mens elever har en tendens til at konstruere karrierelæring som hjælpsom gennem de semantiske positioner “valg”, “udvikling” og “tilpasning”, ser lærerne overvejende denne konstruktion som skadelig – for eleverne og deres praksis. I stedet ønsker lærerne at konstruere karrierelæring i forhold til semantikkerne “læring” og “forandring” – eller blot afvise det som et element i undervisningen. Søgeord: Karrierelæring; karriere uddannelse; læseplansteori; gymnasiale uddannelser; Nicklas Luhmann

Helpful or Harmful? The Integration of Career Learning in the Danish Upper Secondary Curriculum

/pdf/if-career-education-is-the-solution-what-is-the-implied-2n3vjr1xch.pdf

If Career Education Is the Solution, What Is the Implied Problem?: A Critical Analysis of the Timetabled Subject of Educational Choice in Norwegian Schools

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If Career Education Is the Solution, What Is the Implied Problem?: A Critical Analysis of the Timetabled Subject of Educational Choice in Norwegian Schools