Five signposts to a socially just approach to career guidance

Hooley, Tristram; Sultana, Ronald G.; Thomsen, Rie

doi:10.20856/jnicec.4709

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…Building on these focused contributions he pursued the fight for social justice pluralistically in relation to the experience of multi-cultural societies (Sultana, 2017c), migrants and refugees in the labour market (Fejes et al, 2022) whilst arguing for a post-colonial turn (Sultana, 2023a) and opposing neo-liberalism and austerity (Sultana, 2018c). He also began the process of developing new models of practice (Hooley et al, 2021) and re-engineering the language of career guidance to empty it of neoliberal assumptions (Sultana, 2022a). This work in theorising career guidance as an emancipatory force clearly stands as one of Sultana's greatest theoretical contributions to the field.…”

Section: Contributions To Career Theorymentioning

confidence: 99%

A legacy of solidaric critique and hope for a better world: A meditation on the scholarly contribution of Ronald Sultana

Hooley,

Thomsen,

Debono

2024

NICEC Journal

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In this article, we reflect on the legacy of Ronald Sultana who died on Friday 24th November 2023. We argue that he was a major figure in the development of career guidance theory and practice of the late 20th and early 21st century. The article begins by reflecting on and summarising his contribution to the fields of education and career guidance. While we focus on his contribution in the field of career guidance, we also acknowledge that this work sits in a wider body of work in which Sultana’s sociological imagination addressed the operation of the education system around the Mediterranean, across Europe and in the Global South. We explore Sultana’s contribution to theory, policy and practice. We argue that in relation to theory he situated careers in context, carefully traced the range of political roles that career guidance could play and argued for career guidance as a force for social justice. In relation to policy, we highlight his role in international reviews and his critical commentary on this kind of policy borrowing and lending. In relation to practice, we focus on Sultana’s development of resources and study programmes promoting lifelong guidance, and the leveraging of networking to develop a united community of professionals. Finally, we consider the challenges that Ronald left for us and discuss what those who seek to build on his legacy could do.

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Section: Contributions To Career Theorymentioning

confidence: 99%

A legacy of solidaric critique and hope for a better world: A meditation on the scholarly contribution of Ronald Sultana

Hooley,

Thomsen,

Debono

2024

NICEC Journal

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“…Los mismos autores (Hooley et al, 2021) sugieren cinco indicadores característicos de la orientación profesional socialmente justa, que se vienen experimentando en el movimiento Career Guidance for Social Justice.…”

Section: Enfoque De Justicia Socialunclassified

“…Más bien, es una lucha constante en muchos frentes y diferentes niveles, que nos exige a las y los profesionales de la orientación el compromiso de abordar las estructuras y los sistemas generadores de los problemas que los individuos a menudo experimentan como autoinducidos. Como reconocen Hooley et al (2021):…”

Section: Trabajar En Variedad De Nivelesunclassified

Orientar desde el futuro emergente

Echeverria Samanes,

Martínez-Clares

2024

Rev. invest. educ.

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Guidance intervention faces great ecological, social and cultural challenges which prevent or hinder people from becoming what they are in a volatile, uncertain, complex and ambiguous society such as ours. In this environment, one of the essential functions of guidance is to transform the contextual conditioning factors and social determinants that hinder people's decision-making, self-realization and development. It is not enough to generate changes in the symptoms that evidence the problems. It is necessary to transmute the underlying structures, the mental models that sustain them and the sources responsible for generating them in order to achieve a better relationship with oneself, with others and with the whole system, as advocated by the social justice approach to counseling. From this perspective, guidance is about building critical awareness, naming oppression and injustices, questioning what is normal, encouraging people to work together and working on a variety of levels that require guidance practitioners to address the structures and systems generating the problems that people often experience as induced. One of the intervention methodologies most in line with this approach is that derived from Theory U, consisting of the classic triangle of: a) Observation: opening one’s mind, heart and will; b) Reflection: allowing one’s inner knowledge to emerge; c) Action: generating new possibilities for action, experienced and then integrated for each person and in their organizations. La intervención orientadora se enfrenta a grandes desafíos -ecológicos, sociales y culturales-, que impiden o dificultan que las personas lleguen a ser lo que son en una sociedad volátil, incierta, compleja y ambigua, como es la nuestra. En este entorno, una de las funciones esenciales de la orientación es transformar los condicionamientos contextuales y determinantes sociales, que dificultan la toma de decisiones contrastadas, la autorrealización y desarrollo de las personas. No basta con generar cambios de los síntomas que evidencian los problemas. Es preciso transmutar las estructuras subyacentes, los modelos mentales que las sustentan y las fuentes responsables de generarlos, para lograr una mejor relación con uno/a mismo/a, con los/as demás y con todo el sistema, como preconiza el enfoque de justicia social de la orientación. Desde esta perspectiva, se trata construir una conciencia crítica, poner nombre a la opresión e injusticias, cuestionar qué es lo normal, animar a las personas a trabajar juntas y trabajar en variedad de niveles, exigiendo a los profesionales de la orientación abordar las estructuras y los sistemas generadores de los problemas, que las personas experimentamos frecuentemente como inducidos. Una de las metodologías de intervención más acorde con este enfoque es la derivada de la Teoría U, consistente en el clásico triángulo de: a) Observación: abrir mente, corazón y voluntad; b) Reflexión: permitir que emerja el conocimiento interior; c) Acción: generar nuevas posibilidades de actuación, experimentadas y luego integradas en cada persona y en sus organizaciones.

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“…Social justice has no overarching meaning but in the context of career development it can be justified by considering a few underpinning assumptions. Firstly, careers are built around the experiences, networks and opportunities available and open to individuals and groups; secondly the experiences, networks and opportunities available to different individuals and groups are not equal; and thirdly career guidance has the potential to intervene and to help individuals and groups change the lives of themselves and others (Hooley et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Agents for change: Reimagining emancipatory career guidance practices in Scotland

Meldrum¹

2024

NICEC Journal

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This article explores how individual and group work models of career development practice could be adapted and redesigned to be more effective at empowering people to overcome barriers and inequalities. It is set in the context of the ongoing major review of career services in Scotland and examines the possible benefits and challenges if such emancipatory practices are embedded into future service delivery.

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Five signposts to a socially just approach to career guidance

Cited by 7 publications

References 20 publications

A legacy of solidaric critique and hope for a better world: A meditation on the scholarly contribution of Ronald Sultana

A legacy of solidaric critique and hope for a better world: A meditation on the scholarly contribution of Ronald Sultana

Orientar desde el futuro emergente

Agents for change: Reimagining emancipatory career guidance practices in Scotland

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