ABSTRACT

Through a qualitative hermeneutic phenomenological study, I examined the intersection of document analysis, sensemaking and policy implementation, that revealed rich descriptions of situated policy contexts and nested working practices where policy actors from Ontario, Canada, and England, UK, translated and used career guidance policy documents. The different job roles of the study participants in Ontario and England influenced complex and differentiated activity during policy implementation, and underlined 25 very individual approaches to translating and using policy documents to support career provision decision-making in participating schools. Implications for future work include roles of all stakeholders as policy actors, opportunities for forming networks to source and access documents, and creating learning conversations to understand policy.

摘要

通过定性的解释现象学研究，我检查了文件分析、意义构建和政策实施的交叉点，揭示了对来自加拿大安大略省和英国英国的政策参与者翻译和使用职业指导的情境政策背景和嵌套工作实践的丰富描述政策文件。安大略省和英格兰的研究参与者的不同工作角色影响了政策实施过程中复杂和差异化的活动，并强调了 25 种非常个性化的方法来翻译和使用政策文件来支持参与学校的职业提供决策。对未来工作的影响包括所有利益相关者作为政策参与者的角色，形成网络以获取和访问文件的机会，