Helping learners think more hopefully about life after school: the usefulness of participatory visual strategies to make career education more contextually relevant
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Date
2015
Authors
Smit, Suegnet
Wood, Lesley
Neethling, Marinda
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Learners 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.
Description
Keywords
Career guidance, Life Orientation, Mind maps, Photo voice, Resilience theory, Socio-economic challenges
Citation
Smit, 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.