Reflexivity, self-identity and resilience in career development: hints from a qualitative research study in Italy

Abstract

One of the most typical features characterising modern ways of living and working is represented by the dynamism required by individuals in navigating their career paths. This article explores some case studies of career development collected through biographical interviews carried out within the Italian strand of the Cedefop project. These relate to individuals showing different levels of career dynamism (from very active micro-entrepreneurs up to subjects who had to give up their career-related aspirations because of disabilities). They demonstrate, powerfully, three main drivers of career development: reflexivity, self-identity and resilience. Some theoretical references regarding such drivers are here briefly taken into account through a specific conceptual framework. Where the case studies hint at these drivers, and allude to the role played by career guidance, extracts are presented verbatim. In the concluding section, the need for new further research in this field is emphasised, both at the theoretical and at the empirical level.

‘It seems at the moment my career is dependent on factors outside of my control’: reflections on graduates’ experiences of employment and career enactment in an era of economic uncertainty and austerity

“…Firstly, it can profitably address the notion of possible selves in times of economic crisis, when individuals explore alternative career opportunities based on changing perceptions of a fit between what they would like to become, and their beliefs about future opportunities (Lengelle & Meijers, 2013;McMahon & Watson, 2013;Tomassini, 2015). Secondly, there needs to be a robust, research-informed debate about the complex, problematic processes of psychological contracting between students and staff in colleges of further education and universities, and to see if, and how, contractual expectations and beliefs are changing in these uncertain times, and the consequences of this.…”

“…In contrast, the "bad news" stories point to the harsh realities of the hollowing out of previously secure professional jobs and careers, to be replaced by forms of non-standard employment. This trend is associated with multiple work transitions: the expansion of short-term, fractional contracts, the use of agency-based contract workers, forms of self-employment, voluntary work, low pay, and a loss of employment benefits (Eliasoph, 2013;Green et al, 2016;Haasler & Barabasch, 2015, p. 310;Hutton, 2016;Leach, 2015;Tomassini, 2015). The upshot is that questions remain over the extent to which the knowledge and skills for employability agenda in education can counteract the labour market's role as an 'inequality engine', delivering high numbers of low skill, low pay 'bad jobs' for the many, including graduates, and high skill, high pay jobs for the privileged few (CIPD, 2015;Keep & James, 2012;Keep & Mayhew, 2014, pp.…”

Subjetividades femeninas y escuela: prácticas y discursos en 6° de primaria

“…Además, y de forma similar a otros estudios (Allan, 2009, Hauge, 2009Paechter, 2006, Reay, 2001, Renold, 2000, 2008Renold y Ringrose, 2009Tomassini, 2015), hay claros ejemplos de chicas que son objeto de desprecio y burlas por no acomodarse al patrón hegemónico y que son definidas como marimachos o raras. Tal sería el caso de Inés, que trata de obtener la atención del grupo dominante con un comportamiento burlón y gracioso pero que logra el efecto contrario, siendo calificada de "marimacho".…”

“…En este contexto, podemos observar que aquellas chicas que rompen con los estereotipos manifestando características o gustos relacionados con la masculinidad son, generalmente, estigmatizadas por ser vistas como chicas masculinas ("marimachos"), de forma que esta identidad se construye en oposición a la feminidad hegemónica heterosexual (Allan, 2009, Hauge, 2009Paechter, 2006, Reay, 2001, Renold, 2000, 2008. Esta estigmatización puede provocar la aparición de verdaderas situaciones de acoso, especialmente a causa de la ropa, la estética y de sus connotaciones respecto a la idealizada feminidad (Kehily, 2012;Renold y Ringrose, 2009, Tomassini, 2015Youdell, 2006).…”

‘Cooling out the marks’: the ideology and politics of vocational education in an age of austerity

“…In contrast, the bad news story points to the harsh realities of the hollowing out of previously secure professional jobs and careers. This trend is associated with the expansion of short-term, fractional contracts, the use of agency-based contract workers, forms of self-employment, voluntary work, low pay, and a loss of employment benefits (Eliasoph 2013;Green et al 2016;Haasler and Barabasch 2015, 310;Leach 2015;Tomassini 2015). The upshot is that questions remain over the extent to which the skills and education agenda can counteract the labour market's role as an 'inequality engine', delivering high numbers of low skill, low pay 'bad jobs' that are occupied by the many, including graduates, and high skill, high pay jobs for the privileged few (Keep and James 2012; Keep and Mayhew 2014, 776-777;Piketty 2013).…”