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European career guidance policy: A focus on subtle regulatory mechanisms
Stockholm University, Faculty of Social Sciences, Department of Education.
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.

Place, publisher, year, edition, pages
2015. Vol. 38, no 2, 241-250 p.
Keyword [en]
governmentality, self-improvement, evidence-based policy, technologies of government, feedback
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-121738DOI: 10.1007/s40955-015-0035-8OAI: oai:DiVA.org:su-121738DiVA: diva2:860992
Available from: 2015-10-14 Created: 2015-10-14 Last updated: 2016-08-18Bibliographically approved
In thesis
1. Governance of Career Guidance: an enquiry into European policy
Open this publication in new window or tab >>Governance of Career Guidance: an enquiry into European policy
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
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:nbn:se:su:diva-130810 (URN)978-91-7649-352-6 (ISBN)
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

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