2. Key points
1. Career Management Skills: an EU
story
2. Revisiting the CMS narrative
3. Emancipatory work education
3. Career Education & Guidance
in Europe … and beyond
[2000-2015 … ]
Improving access to guidance
Career management skills
Enhancing quality of services
Co-ordination of services
57and counting…
4. Outputs
Reports
Handbooks
Common guide tools
Peer learning visits
National frameworks
Concept papers
Political resolutions
EU Network
(ELGPN)
…policytravel…
5. CMS
Competences that help
individuals and groups
to gather,
analyse,
synthesise,
organise & use
information about
– Self
– Education
– Occupations
Career competences support:
– self-understanding/development
– exploring/dealing life, learning & work
– especially during change & transition
Career competences: awareness
– of what you do
– of what you could do
– of how individuals
> are formed by their activities & actions
> while simultaneously affecting their
own opportunities for the future
(Thomsen, 2014, p.5)
Decision-learning
Opportunity awareness
Transition skills
Self-awareness
DOTS
10. Work is important
because:
Access to livelihood
Sense of purpose
Self-expression / creativity
Workplace conviviality
Community membership
Social recognition / inclusion
Part of something bigger than
self
Helps fill the time
Work is
alienating
because: Income at cost of health
Jobs too small for our spirits
Profit over nourishment of sel
Divide and rule
Social hollowed out
Extreme individualism
Notion of ‘arete’ lost
Non-decent work
11. Impact on CG theory and practice
message
Changes in the
social and
political
environment
Changes in the
economy and
the world of
work
Changes in the
ecosphere and
natural
environment
12. deepened social gap
intensified global inequality
insecurity abounds
competition vs solidarity
Zygmunt Bauman Richard Sennett
Noam Chomsky
Careers…
In liquid
modernity
concentration of wealth
monopolisation of profits
eroded democracy
individualisation
‘Careers’ or ‘jobs’? Work, labour or toil?
— intensification — precarity — short-term
— temping — part-time — non-unionized…
13.
14. Mainstream
narrative New spiral ‘career’
Spiral (ideally upward) through:
- different roles
- different organizations
- different skill sets
- Need judgment / resilience /
flexibility…
Portfolio careers
Boundaryless careers
Protean careers
Automation: disposable careers
The mobile (rootless) worker at service of globalization
Choice replaced by career management – life design
Chameleon careers: employability, not employment…
16. normativiity
inevitability
generalisabilit
y
Change is good
Benefits all
Trickle down
Economic model
Consumerism
Self-harm
Planetary harm
Objects/subjects
Who decides?
No alternative?
Being vs having
Reality of class
Global south
Informal LM
19. Standpoint
“Give me a lever and I will move the world”
Some ‘fundamentals’:
1. The absolute dignity of the human person
2. Living above a poverty line is minimal condition
3. Life is about expansion of ‘beings’ and ‘doings’
4. Choices should not lead to deprivation
5. Equity trumps equality
6. We are ‘free’ but everywhere we are in chains
7. Some are freer than others to access ‘goodies’
8. Preferential option towards most vulnerable
20. Theories of social justice
Critical theory
Reproduction theories
Rational choice
Structuration theory
Liberation psychology/theology
Network/social capital theories
Globalisation/Europeanisation
Epistemologies of the South
Foucault (e.g. governmentality)
Capability approach
Willis, Bourdieu, Boudon, Gambetta, Freire, Santos,
Giddens, Bauman, Sennett, Blau, Foucault, Sen,
Fraser, I.M. Young, Barrò, Gilligan, Butler, Dale &
Critical concepts and paradigms …
Critique impact of neoliberalism | NPM | human capital theory
…
21. emancipatory work education
Intervention in the lives of people
Troubling master (hegemonic) narratives – promote reflexivity
Conscientisation: see how we reproduce societal discourses
Support in the deconstruction of these narratives
Reconstruct these narratives to work in community interests
Recognition and naming of injustice
Encouraging the ‘capacity to aspire’ (Appadurai), move beyond
‘bounded rationality’ (Simon), and ‘adaptive preferences’
(Nussbaum), contest ‘realistic choices’ (Colley), enhance
‘horizons for action’ (Hodkinson et al.)
Beyond conscientisation – civic engagement | advocacy
22. emancipatory work education
Meaning/ nature of work
Work trends
Alternative forms of work
Decent work
Workers’ rights
Trade unions
Gender gaps
Horizons of possibility
Brain vs brawn?
Socialisation of risk
Work you can build a life on
Stereotyping
Capacity to aspire
Safety, health, wellness
Why unemployment?
Globalization
Deskilling
Sustainability | ecology
Work/life balance
Precarity | austerity
Social vs ‘heroic’ resilience
Self-employment
…from denizens to citizens
….….….….….….….….….….……
Work education for social
justice..