Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

The Seasons of a Man’s Life

Oneself as Another

A Qualitative Study

This paper overviews the qualitative research method of autoethnography and its relevance to research in vocational psychology and practice in career development. Autoethnography is a reflexive means by which the researcher-practitioner consciously embeds himself or herself in theory and practice, and by way of intimate autobiographic account, explicates a phenomenon under investigation or intervention. Autoethnography is presented as a vehicle to operationalise social constructionist research and practice that aims to establish trustworthiness and authenticity. Furthermore, the method is presented as a means to operationalise the notion of critical consciousness within researchers and practitioners. It is concluded that autoethnography should be admitted to the methodological repertoire of vocational psychology research and practice.

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Autoethnography as a Method for Reflexive Research and Practice in Vocational Psychology.

All Australian universities provide work-integrated learning of some type in their academic programs. Universities Career Services have historically played a significant role in the delivery of work-integrated learning. However, the extent and manner in which career development learning, as a pedagogical framework, has been embedded in the work-integrated learning experiences of students has been unclear. Furthermore, the extent to which Career Services and other university departments which deliver work-integrated learning interact and cooperate with one another in their separate or joint delivery of work-integrated learning varies across the sector. Accordingly, the National Association of Graduate Careers Advisory Services (NAGCAS) secured project funding from the Australian Learning and Teaching Council (ALTC) to investigate career development learning services and strategies that contribute to and enhance the outcomes of work integrated learning in university programs. 
This project focused on the career development learning experience of Australian university students and graduates, and the provision of educational services and experiences that enhance and improve career development learning. Within this parameter, work-integrated learning is taken to be an educational vehicle or portal for the direct or indirect provision of services and experiences that contribute to career development learning. In summary, the project aims included:
1. scoping the relationship between career development learning and work-integrated learning in higher education;
2. producing an analysis of how the two could be integrated and synergized; and
3. producing learning resources to support university staff and employers in their delivery of career development learning and work-integrated learning.

Career development learning: maximising the contribution of work-integrated learning to the student experience. Final project report June 2009

Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction

Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism

This paper provides an overview of narrative career counselling, which is presented as a predominant variant of constructivism. Constructivist theories have relatively recently emerged as a significant force within vocational psychology and the practice of career counselling. The systems theory framework and the theory of career construction are introduced as theoretical frameworks amendable to constructivism and narrative career counselling. Although a stable definition of narrative career counselling cannot be presented at this stage in its theoretical and technical evolution, core theoretical tenets of this new approach to counselling are presented. Exemplars of the practice are described to provide an introductory account of the process of narrative career counselling. Some of the limitations of the approach are described along with a recommendation for the development of theory and research that adequately address counselling outcome and process.

https://eprints.usq.edu.au/3121/1/McIlveen_Patton_2007_Authorversion.pdf

Peter McIlveen

Papers

Autoethnography as a Method for Reflexive Research and Practice in Vocational Psychology.

Career development learning: maximising the contribution of work-integrated learning to the student experience. Final project report June 2009

Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction

Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism

Narrative career counselling: Theory and exemplars of practice