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Governance of Career Guidance: an enquiry into European policy
Stockholm University, Faculty of Social Sciences, Department of Education.
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis is to enquire into and problematize the governance of career guidance and how individuals’ career management is constructed within EU policy. The empirical material consists of European policy documents produced during 2000-2015. The two central research questions explore (1) how European career guidance is made governable, and (2) how individuals’ career management is constructed and governed. The Foucauldian governmentality perspective and the analytic method of problematization is utilized. The analysis focuses on the compositions of normative forms of reason, discursive practices and techniques by which governing is exercised and knowledge is produced. The thesis is based on four articles, three of which concern career guidance and career management. The fourth article concerns education of citizenship. The analysis shows that the formation of a policy space for comparison of national systems of career guidance is significant for making European career guidance amenable to governance. It is mobilized by governing practices for involvement of institutional actors and the construction of standards of performance. This form of governance becomes effective on the condition that institutional actors use and produce knowledge and practices about what works in career guidance, and this implies self-control and constant monitoring. It is a complex process of producing self-regulation of career guidance adjustable to change and innovation in which both standardization and modulation are inbuilt. Moreover, this is dependent on the interplay of governance and self-government. Knowledge and practices shape career management as an individual competence, which each individual is assumed to achieve. The use of guidance techniques supporting this design and self-regulating practices contributes to responsibilizing individuals to achieve this competence. Knowledge of individuals’ management of their careers includes civic competence. This led me to extend my use of the theoretical framework to investigate how knowledge of civic competence is constructed in European policy documents concerning teacher education from 2000 to 2012. My analysis shows that presumptions of teaching civic competence support the production of the active and learning subject.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University , 2016. , 81 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 40
Keyword [en]
governmentality, governance, career guidance, career management, Michel Foucault, entrepreneurial, policy, active citizenship, civic competence, self-management, Europe
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-130810ISBN: 978-91-7649-352-6OAI: oai:DiVA.org:su-130810DiVA: diva2:933845
Public defence
2016-09-29, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2016-09-06 Created: 2016-06-05 Last updated: 2016-09-12Bibliographically approved
List of papers
1. European Policy of Career Guidance: The interrelationship between career self-management and production of human capital in the knowledge economy
Open this publication in new window or tab >>European Policy of Career Guidance: The interrelationship between career self-management and production of human capital in the knowledge economy
2011 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 9, no 5, 616-627 p.Article in journal (Refereed) Published
Abstract [en]

‘Everyone has a career to be managed’ is the simple message in new policy strategies forcareer guidance in Europe. In this article, the promotion of career management for ‘all’ will be unsettled by analysis of career self-management put in relation to rationalities of government and selfgovernment. We are governed to self-manage our career and at the same time govern ourselves to do that. European policy documents on career guidance and career development produced from 2000 to 2008 are analysed from the Foucauldian governmentality perspective. From the starting point that reshaping of career guidance is part of human capital strategies in the knowledge economy of Europe, the author argues that policy of career guidance aims to shape not only a competitive workforce, but in addition entrepreneurial and responsible citizens. In political strategies of career guidance, the competences of career management skills work as a technology to govern the individual to participate in inventing human capital by capitalising oneself to manage the career in working life as well as in social life. The author discusses what desirable subjectivities government of career self-management constructs in relation to re-regulated responsibility of the individual and the state.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-121736 (URN)10.2304/pfie.2011.9.5.616 (DOI)
Available from: 2015-10-14 Created: 2015-10-14 Last updated: 2016-08-18Bibliographically approved
2. Enterprising career education: the power of self-management
Open this publication in new window or tab >>Enterprising career education: the power of self-management
2014 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 33, no 3, 362-375 p.Article in journal (Refereed) Published
Abstract [en]

This article provides an account of how people’s career management is given prominence in contemporary European policy documents pertaining to career education for entrepreneurship in higher education and in vocational education and training. This study concerns the ways in which policy discourses of career management and governmental practices invoke individuals to understand themselves as entrepreneurial. Proceeding from post-Foucauldian theorizing of the concept of governmentality, the analysis draws attention to technologies and procedures designed to foster career self-management. Focus is also directed to the practices of self-knowledge, self-actualization and self-control as part of the formation of the subjectivity. It is argued that the governance of self-management operates in two interrelated ways: as a practice of inducing individuals to shape an entrepreneurial relation towards their needs and desires, and as a power to enterprise career education. In relation to this, the analysis elucidates how the discourse of competence acts upon individuals to capitalize themselves and engage in a permanent self-assessment of their needs.

Keyword
career education, entrepreneurship, governmentality, self-management, competence, subjectivity, Europe
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-121737 (URN)10.1080/02601370.2014.896085 (DOI)
Available from: 2015-10-14 Created: 2015-10-14 Last updated: 2016-08-18Bibliographically approved
3. European career guidance policy: A focus on subtle regulatory mechanisms
Open this publication in new window or tab >>European career guidance policy: A focus on subtle regulatory mechanisms
2015 (English)In: Zeitschrift für Weiterbildungsforschung - Report, ISSN 2364-0022, Vol. 38, no 2, 241-250 p.Article in journal (Refereed) Published
Abstract [en]

Current political strategy to reform career guidance systems in Europe is regulated by subtle practices. Using the governmentality perspective, the purpose of this article is to make sense, in theoretical terms, of governmental reason and mechanisms in reshaping of career guidance systems. The investigation draws attention to mechanisms and practices such as monitoring and evaluation which indirectly operate in the policy process to make career guidance systems amenable for management. Drawing empirically on European policy texts, the analysis focuses on policy use of “good practice” and provision of data, which work upon the attitude to performance improvement and self-improvement. This article seeks to elucidate that incentive for learning from “good practice” and evaluation is related to the present form of governance by indirect mechanisms, and that this kind of governance enables constant reconstruction of career guidance.

Keyword
governmentality, self-improvement, evidence-based policy, technologies of government, feedback
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-121738 (URN)10.1007/s40955-015-0035-8 (DOI)
Available from: 2015-10-14 Created: 2015-10-14 Last updated: 2016-08-18Bibliographically approved
4. Educating European Citizenship: Elucidating assumptions about teaching civic competence
Open this publication in new window or tab >>Educating European Citizenship: Elucidating assumptions about teaching civic competence
2015 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 13, no 6, 788-800 p.Article in journal (Refereed) Published
Abstract [en]

In recent years, the idea of the contribution of education to citizenship has been reinitiated. The purpose of this paper is to investigate constructions of citizenship as they are articulated in European policy documents on teacher education. It is indicated that the normative form of active citizenship is put into play through the individual and her or his actions, which is centred on learning. Drawing on Foucault’s analytic approach to problematization and Foucauldian methods of analysing policy problematizations of a certain problem, this study draws attention to the discourse of active citizenship and technologies of accountability that are utilized to shape teaching civic learning. It is suggested that citizenship is constructed as a learning problem, which motivates young people in school to reflect on their skills and competences. It is also from these capacities that their attitudes towards cultural diversity are assumed to be developed. Thus, in the formation of citizenship, emphasis is laid on the individual’s capacity for learning, which is also mobilized in narratives of the construction of Europe.

Keyword
Cosmopolitanism, European citizenship, teacher education, civic competence, accountability, intercultural, Foucault
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-121739 (URN)10.1177/1478210315595785 (DOI)
Available from: 2015-10-14 Created: 2015-10-14 Last updated: 2016-08-18Bibliographically approved

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