Career education for Muslim girls

Int J Educ Vocat Guidance

2010

The author contends that career education has lost its way, and needs to be (re)located within a critical social justice framework if it is to effectively prepare young people to engage with the social, political and economic discourses that inform the shaping of 'career(s)'. Relating to the New Zealand context, differing versions of social justice are outlined, the challenges for career education explored, and the potential for change discussed.Résumé. (Re)construire l'orientation professionnelle comme une pratique socialement juste: une réflexion antipodale (néo-zélandaise). L'auteur soutient que la formation professionnelle est inadaptée et nécessite une (re)localisation à l'intérieur d'un cadre critique sur la justice sociale. Ceci dans l'objectif de préparer les jeunes à prendre part à des problématiques sociales, politiques et économiques qui façonnent les métiers. En faisant référence au contexte néo-zélandais, différentes versions de la justice sociale sont exposées, les défis pour la formation professionnelle sont explorés et les potentiels de changement sont discutés.

(Re)constructing career education as a socially just practice: An antipodean reflection

Int J Educ Vocat Guidance

2010

The Positioning of Social Justice: Critical Challenges for Career Development

The Oxford Handbook of Career Development

2020

Career development theory and practice have the potential to foster a sense of belonging and well-being by facilitating the construction of meaningful life-careers. Social justice issues are integral, because they are concerned with fairness and equity, (in)equality, cultural diversity, psychosocial well-being, and societal values. Career development theorists, researchers, and practitioners, therefore, need a deeper understanding of the multiple and complex influences on how ‘career’ is interpreted and ‘opportunities’ are presented. Such an understanding should provide critical insight into the effects of wider sociocultural and political concerns affecting what is deemed possible in the shaping and enactment of career. Yet the term social justice is often loosely deployed or inadequately defined in contemporary career literature and tends to be absent in discussions of practice. This chapter explores the contested nature of social justice, outlines competing definitions, and considers ways in which critical social justice contributes a transformative dimension to career development.

Discourses of delusion in demanding times

Qualitative Research Journal

2013

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to demonstrate how critical discourse analysis can help to uncover the dominant discursive formations that underlie policy guidelines within education. Focusing on the policy guidelines for career education and guidance in New Zealand, it illustrates how these have been used by the state in an attempt to normalise ideological standpoints, shape "common-sense" thinking and delimit the scope of practice. Design/methodology/approach -Critical discourse analysis was employed as this approach helps to uncover the hidden meanings, political imperatives and uneven workings of power/dominance and oppression that are employed in/through textual representations. Findings -Neoliberal discourse is infused throughout the policy guidelines for career education and guidance in New Zealand, and demands that career advisers/teachers should produce entrepreneurial and self-responsibilised global economic subjects. Research limitations/implications -Although this paper is situated within a New Zealand context, given the creeping influence of neoliberalism in many English-speaking states, the issues identified have international relevance in relation to the kind of citizen career education is expected to produce. Originality/value -Much of the literature within the career arena adopts an uncritical, and apolitical, stance, with the truth-claims made by neoliberal states tending to be positioned as authoritative and inviolable. Drawing from critical theory, this paper contributes a social justice perspective that looks beneath the surface of the seemingly benign and well-intentioned discourses that permeate the guidelines for career education and guidance in New Zealand.