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Career guidance in communities: a model for reflexive practice

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Career guidance in communities : a model for reflexive practice. / Thomsen, Rie.

Derby : University of Derby, 2017. 29 s.

Publikation: Bog/antologi/afhandling/rapportBogForskningpeer review

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@book{f7a43360a4f045999b41f4aa6ff98cd3,
title = "Career guidance in communities: a model for reflexive practice",
abstract = "The aim of this paper is to inspire practitioners and professionals to leave their offices to bring career guidance into communities that might not identify with career guidance in the first instance. By making the effort to engage with communities, practitioners may bring about a critical change in career guidance practices as well as in the lives of the people in the communities.This paper falls into two parts: The first part considers the collective as the starting point for the development of meaningful career guidance activities. Based on previous research on career guidance in communities from a critical psychological standpoint the paper introduces a social practice theory of career guidance. The social practice theory of career guidance argues that career guidance can be seen as a collective practice in which people can join forces with career guidance practitioners to analyse their situation and based on these insights create new opportunities in relation to their future educational or vocational participation in society (Thomsen 2012). From this idea, the second part of the paper the paper moves on to consider the practical implications of taking the collective as the starting point for the development of a critically reflexive career guidance practice. The considerations are organised around seven elements.1. Creating opportunity, structure and access2. Entering a community and increasing visibility3. Providing guidance in communities4. Exploring potentials in guidance situations5. Deciding on guidance activities6. Developing, planning and implementing7. Documenting and evaluating.These elements are joined together and presented as a model for reflexive practice.Each element is introduced, illustrated and examined noting important areas forreflection and action. ",
keywords = "Karrierevejledning, Karrierel{\ae}ring, F{\ae}llesskab, L{\ae}ring, Vejledning, Arbejdsliv, Livslang l{\ae}ring, Career guidance research, Career learning, Communities, Critical pedagogy, Critical Psychology",
author = "Rie Thomsen",
year = "2017",
language = "English",
publisher = "University of Derby",

}

RIS

TY - BOOK

T1 - Career guidance in communities

T2 - a model for reflexive practice

AU - Thomsen, Rie

PY - 2017

Y1 - 2017

N2 - The aim of this paper is to inspire practitioners and professionals to leave their offices to bring career guidance into communities that might not identify with career guidance in the first instance. By making the effort to engage with communities, practitioners may bring about a critical change in career guidance practices as well as in the lives of the people in the communities.This paper falls into two parts: The first part considers the collective as the starting point for the development of meaningful career guidance activities. Based on previous research on career guidance in communities from a critical psychological standpoint the paper introduces a social practice theory of career guidance. The social practice theory of career guidance argues that career guidance can be seen as a collective practice in which people can join forces with career guidance practitioners to analyse their situation and based on these insights create new opportunities in relation to their future educational or vocational participation in society (Thomsen 2012). From this idea, the second part of the paper the paper moves on to consider the practical implications of taking the collective as the starting point for the development of a critically reflexive career guidance practice. The considerations are organised around seven elements.1. Creating opportunity, structure and access2. Entering a community and increasing visibility3. Providing guidance in communities4. Exploring potentials in guidance situations5. Deciding on guidance activities6. Developing, planning and implementing7. Documenting and evaluating.These elements are joined together and presented as a model for reflexive practice.Each element is introduced, illustrated and examined noting important areas forreflection and action.

AB - The aim of this paper is to inspire practitioners and professionals to leave their offices to bring career guidance into communities that might not identify with career guidance in the first instance. By making the effort to engage with communities, practitioners may bring about a critical change in career guidance practices as well as in the lives of the people in the communities.This paper falls into two parts: The first part considers the collective as the starting point for the development of meaningful career guidance activities. Based on previous research on career guidance in communities from a critical psychological standpoint the paper introduces a social practice theory of career guidance. The social practice theory of career guidance argues that career guidance can be seen as a collective practice in which people can join forces with career guidance practitioners to analyse their situation and based on these insights create new opportunities in relation to their future educational or vocational participation in society (Thomsen 2012). From this idea, the second part of the paper the paper moves on to consider the practical implications of taking the collective as the starting point for the development of a critically reflexive career guidance practice. The considerations are organised around seven elements.1. Creating opportunity, structure and access2. Entering a community and increasing visibility3. Providing guidance in communities4. Exploring potentials in guidance situations5. Deciding on guidance activities6. Developing, planning and implementing7. Documenting and evaluating.These elements are joined together and presented as a model for reflexive practice.Each element is introduced, illustrated and examined noting important areas forreflection and action.

KW - Karrierevejledning

KW - Karrierelæring

KW - Fællesskab

KW - Læring

KW - Vejledning

KW - Arbejdsliv

KW - Livslang læring

KW - Career guidance research

KW - Career learning

KW - Communities

KW - Critical pedagogy

KW - Critical Psychology

M3 - Book

BT - Career guidance in communities

PB - University of Derby

CY - Derby

ER -