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dc.contributor.authorSmit, Suegnet
dc.contributor.authorWood, Lesley
dc.contributor.authorNeethling, Marinda
dc.date.accessioned2016-07-21T14:13:31Z
dc.date.available2016-07-21T14:13:31Z
dc.date.issued2015
dc.identifier.citationSmit, S., Wood, L., & Neethling, M. (2015). Helping learners think more hopefully about life after school: the usefulness of participatory visual strategies to make career education more contextually relevant. Perspectives in Education, 33(3), 121-140.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3805
dc.description.abstractLearners living in challenging socio-economic circumstances face limited opportunities for further education and employment. In this context, formal career guidance which merely provides information about specific jobs and how to access them may be of little use. This article explores the usefulness of participatory visual strategies as a pedagogical tool for teachers to help learners think more critically, realistically and hopefully about their future life opportunities. Analysed through a resilience lens, findings indicated that the strategies inspired hope in learners; helped them identify assets and barriers in their social ecologies; develop a sense of agency and responsibility for deciding on their futures; and care more for other people, all of which will help them make more constructive choices for life after school. The findings might help teachers make their career education more relevant for children who live in contexts of adversity.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectCareer guidanceen_ZA
dc.subjectLife Orientationen_ZA
dc.subjectMind mapsen_ZA
dc.subjectPhoto voiceen_ZA
dc.subjectResilience theoryen_ZA
dc.subjectSocio-economic challengesen_ZA
dc.titleHelping learners think more hopefully about life after school: the usefulness of participatory visual strategies to make career education more contextually relevanten_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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