Public Defence: Petra Røise

Petra Røise will defend her thesis The curriculum of Educational Choice: intentions and operationalisation (openarchive.usn.no) for the degree of philosophiae doctor (PhD) in the programme in pedagogical resources and learning processes (PEDRES).

Title of trial lecture: Describe and discuss key developments in Norwegian career guidance in school in a historical context. What has changed in the last 30 years? Discuss possible explanations for change.

• Download the thesis (openarchive.usn.no)
• Participate digitally (Zoom)

Abstract

The subject of Educational Choice, as an arena for career education in lower secondary schools in Norway, should help students develop their self-awareness and identity, explore opportunities for education and work, and become familiar with future working life. Petra Røise's doctoral work shows that, to achieve this, there is a need to strengthen pedagogical professionalism in the subject by further developing a specific subject didactics. 

By examining the curriculum of Educational Choice, both in policymaking, research, and practice, Røise examines which didactic tensions come to light. It is concluded that the intention with the subject Education Choice stands in a tension between liberation and adaptation. It is discussed that the subject, without a foundation in critical pedagogy, risks focusing solitary on the student as a future contributor to society.

Furthermore, it becomes apparent how pedagogical practice in the subject can be characterized by didactic irrationality, where the thesis shows that further development of didactic rationality through participant-oriented research can strengthen pedagogical professionalism in the subject.

Finally, tensions between different pedagogical logics that are used in learning between school and working life as contexts are highlighted. A further development of didactic theory is proposed, emphasizing a critical, complex, contextual, and collective approach to teaching in the subject. 

The thesis contributes to highlighting possible ways to move forward, in educational policy and in pedagogical practice, to strengthen pedagogical professionalism in the subject.