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  • 1.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Crebbins, WendyMannberg, JanFaculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Namibian Educators Research Their Own Practice: Critical Practitioner Inquiry in Namibia.2000Collection (editor) (Other (popular science, discussion, etc.))
  • 2.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Mannberg, Jan
    Critical Educational Visions and Practices in Neo-Liberal Times2006In: Annual Meeting of the American Education Research Association (AERA) Conference, April 7-11, San Fransisco, USA, 2006Conference paper (Other academic)
  • 3.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Mannberg, JanFaculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Critical Educational Visions and Practices in Neo-liberal Times.2006Collection (editor) (Other academic)
  • 4.
    Mannberg, Jan
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    AMS syn på studie- och yrkesorienteringens syfte sådant det framstår I eget producerat yrkesorienterande material.: Tankar om ett avhandlingsområde1995In: Lärarutbildning och forskning i Umeå, Vol. 2Article in journal (Other academic)
  • 5.
    Mannberg, Jan
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Lifelong development and support of teachers and leaders in rapidly changing schools: An extended view on educational guidance.2001In: Reform Forum, no 13Article in journal (Other academic)
  • 6.
    Mannberg, Jan
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Rethinking Educational and Vocational Guidance: Towards an Extended Concept2000Conference paper (Other academic)
  • 7.
    Mannberg, Jan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Studie- och yrkesorientering i AMS yrkesinformerande texter 1940-19702003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Careers education was first established in Sweden at the beginning of the 1940s. At that time it was mainly the concern of the Swedish Labour Market Board. The Labour Market Board started to develop a model, partly influenced by the activities of other countries in the field, that over the years grew into something exceptional with for instance a lot of activities in schools.

    In the early stages the aim was the development and production of informational texts. The person behind most of the ideas was Einar Neymark. In 1971, responsibility for careers education was handed over to the school authorities except for the part concerning the production of occupational information texts.

    The aim of this study is to improve our understanding of careers education as it is represented in occupational information texts produced by the Swedish Labour Market Board, in the period from 1940 - 1970.

    The empirical research focuses on careers education and gaining an understanding through the texts within (not about) careers education. The research has a philosophical-hermeneutic orientation and falls into two parts. Starting from an assumption that the intentions behind careers education are met, three “careers education realities” are constructed for the sake of argument. These realities are then analysed using a theoretical framework grounded in educational sociology, or more precisely the thinking of Durkheim and Bernstein. The result shows that careers education plays an important role in making invisible the connection between school and society hierarchies and also in creating a collective conscience in a Durkheimian sense.

    The first constructed “reality” shows that a careers education based on labour market considerations is both normative and deterministic. In this careers education the labour market consists of a variety of working lives depending on who you are and where you come from. For that reason careers education is both limiting and subordinating according to sex and class background.

    A consciousness-raising careers education is moralizing and limiting. A “perfect” working life is presented to which individuals can relate their personal qualities. For that reason careers education also subordinates.

    A study-motivating careers education is principally motivating for those who have already had good experiences of schooling. It limits and subordinates primarely in terms of sex. Possible relations between education and working life are mostly discussed in general terms. For example, education will be a good thing to have in a future working life as an insurance against unemployment.

    The extended analysis, where the above mentioned results are put together, shows that careers education can be described as unjust, limiting and concealing. It is unfair in that it creates images about different and non-questionable working lives for young people to fit into, in that it perpetuates sex and class subordination, and in that it uses present individually related competencies as the grounds for future education and employment. It is limiting through being normative, moralizing and subordinating. It is concealing in that it is being selective concerning the information given in the texts prepared for pupils.

    Careers education is also adjustable. It fits easily into different situations by being pragmatic and flexible, as is shown by the impact of other scientific areas. This adjustability makes it possible to use careers education regardless of the conception you may have of career choices or wherever careers education is carried out. Being adjustable is not something to be avoided in careers education, on the contrary it is a condition for its existence.

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  • 8. Mannberg, Jan
    et al.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Forces and Counter-forces2006In: Critical Educational Visions and Practices in Neo-Liberal Times, Global South Network, Department of Education & Department of Social Siences and Swedish, Umeå University, Sweden , 2006, p. 1-10Chapter in book (Other academic)
  • 9.
    Mannberg, Jan
    et al.
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    From, Jörgen
    Faculty of Social Sciences, Education.
    Holmgren, Carina
    Faculty of Social Sciences, Education.
    I valet och kvalet1995Report (Other (popular science, discussion, etc.))
  • 10.
    Mannberg, Jan
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Informativ rekrytering – rekryterande information?: En innehållslig analys och diskussion1999In: Lärarutbildning och forskning i Umeå, Vol. 2, p. 23-34Article in journal (Other academic)
  • 11.
    Sporre, Karin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Mannberg, Jan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Introduction2010In: Values, religions and education in changing societies / [ed] Karin Sporre & Jan Mannberg, Dordrecht, Heidelberg, London, New york: Springer , 2010, 1, p. 1-8Chapter in book (Other academic)
  • 12.
    Sporre, Karin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Mannberg, Jan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Introduction2010In: Values, religions and education in changing societies: a selection of papers from a conference at Umeå University, June 2009 / [ed] Sporre, Karin & Svedberg, Gudrun, Springer, 2010, p. 1-6Conference paper (Refereed)
    Abstract [en]

    Societies go through changes. This book focuses primarily on two changes: (a) the fact that many societies through migration have become more multicultural over the last decades; and (b) that the matters of the relationships between women and men, the issues of gender, have also become important over the last decades, or the century. The context, that these changes are brought to have a bearing on in this book, is education – especially religious and values education.

  • 13.
    Sporre, Karin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Mannberg, JanUmeå University, Faculty of Social Sciences, Department of Education.
    Values, Religions and Education in Changing Societies2010Collection (editor) (Other academic)
1 - 13 of 13
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