A Capability Approach to Entrepreneurship Education: Fostering Recognition and Community Care to Address Inequalities for Marginalized Youth

DeJaeghere, Joan

doi:10.1007/978-3-319-49789-1_13-1

Cited by 5 publications

(2 citation statements)

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“…Career guidance and education scholars have mostly engaged with SDG 8 (Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all) and SDG 4 (Ensure inclusive and equitable quality education). These scholars and practitioners have acknowledged the tensions between economic growth and decent work, and the precarious links between education, employability skills, and employment (DeJaeghere, 2018;Di Fabio & Maree, 2016;Pouyaud & Guichard, 2017;Sustainable Development Goals, 2015). This work has elaborated how neoliberal economic policies create unsustainable ways of living by disrupting the balance between work and other aspects of life for individuals (Pouyaud & Guichard, 2017), and how career and entrepreneurship education programs in neoliberal contexts have contributed to the production of social inequalities globally (DeJaeghere, 2018).…”

Section: Education For Sustainable Development and Career Guidancementioning

confidence: 99%

“…These scholars and practitioners have acknowledged the tensions between economic growth and decent work, and the precarious links between education, employability skills, and employment (DeJaeghere, 2018;Di Fabio & Maree, 2016;Pouyaud & Guichard, 2017;Sustainable Development Goals, 2015). This work has elaborated how neoliberal economic policies create unsustainable ways of living by disrupting the balance between work and other aspects of life for individuals (Pouyaud & Guichard, 2017), and how career and entrepreneurship education programs in neoliberal contexts have contributed to the production of social inequalities globally (DeJaeghere, 2018). For instance, globalization has led to the precarization of work for the world's poor, increased migrations from rural to urban areas in search of decent work, and poor working and living conditions for laborers (Kumar & Arulmani, 2014).…”

Section: Education For Sustainable Development and Career Guidancementioning

confidence: 99%

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Career Life Skills for 10th Grade Boys in Delhi, India: Mapping Information Literacies for Sustainable Development

Arur

Sharma

2021

Life Skills Education for Youth

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The pressure is high on career educators to develop information literacies as a life skill for themselves as well as for youth, particularly those from disadvantaged communities, and to document and process career information in a rapidly changing world of work that is relevant to their sociocultural and environmental contexts. We employ a critical or transformative approach to information literacies to explore young people’s socially situated practices of collecting, validating, and processing career information as well as how they might “democratically transform structures of authority over information exchanges, and then maintain scrutiny over this authority” (Whitworth A, Radical information literacy: reclaiming the political heart of the IL movement. Elsevier, 2014, p. 2). We draw from qualitative interviews with ten boys studying in 10th grade at a government school in Delhi, India, and videos produced by them to map their career information landscapes. Using an education for sustainable development lens, “bumps” were made visible in their information landscapes, that is, the tensions that emerge between multiple informational actors for reimagining sustainable futures. We suggest that these tensions can serve as cultural resources that students can democratically engage with in developing crucial career and life skills for their futures.

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Section: Education For Sustainable Development and Career Guidancementioning

confidence: 99%