The social justice lens: Opening opportunities through ... · Lifelong Guidance System in Denmark...

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Bring ideas to life VIA University College

The social justice lens: Opening opportunities through experience-based careers guidance Bo Klindt Poulsen, Senior Lecturer, VIA University College & PhD fellow, Aarhus University, Denmark

Euroguidance Austria Conference,

Vienna, November 7, 2019

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Skift baggrundsfarve 1. Klik udenfor diaset, vælg

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2. Vælg ‘Massiv udfyldning’ og vælg farve fra VIAs farvepalette

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Agenda

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– Lifelong Guidance System in Denmark – a short presentation

– Social justice in/and career guidance – a short discussion

– Widening opportunities through collaboration – a short conclusion

– Klik for at redigere i master





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Lifelong Guidance System in Denmark – a short presentation





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Denmark

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– 5,8 million inhabitants

– Unemployment rate overall: 5,3% (Sept. 19)

– Unemployment rate 16-24 years: 1,9%

– Unemployment rate 25-29 years: 6,9%

– 72% of young people completing comprehensive school opted for upper secondary school (2019)

– 20% opted for vocational education and training (VET)





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The Lifelong Guidance System in Denmark

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eGuidance

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eGuidance provides guidance to all citizens via various virtual communication channels: chat, telephone, text message, e-mail and Facebook

From 2018 the main entrance for adults who seek career guidance – special focus on unskilled and skilled adults

www.evejledning.dk

http://www.evejledning.dk/





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Career guidance education

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Two national programs: Diploma (60 ECTS) and Master (60 ECTS)

– Diploma: at universities of applied sciences

– Master: at Aarhus University

Diploma or Master required for guidance professionals in Youth guidance centres, Regional guidance centres and eGuidance

Individual Career Guidance

Society





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Social justice in/and career guidance – a short discussion





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Career guidance between individual and society

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- Frank Parsons, USA (1854-1908)

- The society of mutualism: ‘based on Christianity and brotherly love’

’On Choosing a Vocation’ (1909) ”It’s better to choose a vocation than merely to hunt a job”.





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Tony Watts: Career guidance is political

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“Careers education and guidance is a profoundly political process. It operates at the interface between the individual and society, between self and opportunity, between aspiration and realism. It facilitates the allocation of life chances. Within a society in which such life chances are unequally distributed, it faces the issue of whether it serves to reinforce such inequalities or to reduce them.”





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IAEVG: Communique on social justice

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IAEVG Communiqué on Social Justice in Educational and Career Guidance and Counselling “IAEVG, as the largest worldwide guidance association, appeals to providers, practitioners, academics and policy makers, to increase their efforts by embracing social justice as a core value that guides their practices. IAEVG members have an important role to play in leading and promoting research and practice located within a social justice agenda, and their employers must assist them in this endeavour. This will help to ensure that career practice becomes meaningful, and real career choice is made available to all people.”

https://iaevg.com/Resources#Communiques







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A sociological turn in career guidance

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Ronald Sultana, Malta Tristram Hooley, UK Rie Thomsen, Denmark





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Career guidance for social justice

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“Career guidance supports individuals and groups to discover more about work, leisure and learning and to consider their place in the world and plan for their futures… Career guidance can take a wide range of forms and draws on diverse theoretical traditions. But at its heart it is a purposeful learning opportunity which supports individuals and groups to consider and reconsider work, leisure and learning in the light of new information and experiences and to take both individual and collective action as a result of this.”

2018 2019





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Criticism of certain aspects of career guidance theory

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“Emphasise self-development, self-improvement, self-efficacy, self-creation, and

self-regulation, all hallmarks of societies valuing individualism, as ways to make

optimal career choices… and seldom consider how the working world may be

restructured from ethical and social justice perspectives to the benefit of

workers”

Prilletensky & Stead (2012)





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Towards (more) socially just career guidance

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5 signposts





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Quick Interaction on Mentimeter

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– Go to www.menti.com

– Use the code 51 36 23

– Answer the question “In what way can guidance contribute to social justice? ”

https://www.mentimeter.com/s/a6b2a952d2acea5abde4e53d44916262/8197244820fb

https://www.mentimeter.com/s/0b48c5c2a56cbe1c2d18ab6846b48fdc/c3e1a063d6a8/edit





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“In what way can guidance contribute to social justice? ”

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Widening opportunities through collaboration – a short conclusion




Skift baggrundsfarve 1. Klik udenfor diaset, vælg Formater

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Insights and Outlooks. Career guidance in the final years of compulsory school

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Bo Klindt Poulsen

Project owners:

Local Government Denmark & The Danish Teachers’ Union

The task:

How can pupils in 7th to 9th grade obtain more knowledge and experience with upper secondary education and vocational education programmes, occupation and the job market through experience-based learning?





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Participants in the project

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Bo Klindt Poulsen

13 local projects covering:

- 17 different schools

- Approx. 65 grades

- 1400 students

- 70 teachers

- 70+ companies

- A large number of career guidance professionels and upper secondary schools





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Very different projects and foci

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– Personal and social skills

– How school subjects contributes to career learning (e.g. relocating math to a local VET-school)

– Work experience (e.g. partnership with local companies)





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A common ground

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– A successful choice of education in 7th to 9th form has to be built upon the pupils’ very concrete meeting with post-compulsory education and the world of jobs.

– The meeting must be prepared properly and give the pupils the opportunity of sensing and experiencing the education.

– It must be object for adaption and reflection afterwards in order for the pupils to sort out, focus and understand the meeting.

(Inspired by Bill Law)

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Research circle – a case

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Research circles

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Bo Klindt Poulsen

• A participatory method, action research, action learning

• The idea was that a more constructive work form could have the researcher participating in the classic study circle without taking the traditional role as “teacher”

• Research Circle as way to: - challenge what is as taken for granted - from normative to curious - a space for reflection on action





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Research circles

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• No form of knowledge is preferred or valued over another - a reciprocal relationship between researchers and practitioners in a collaborative process supports the achievement of the goal agreed upon

• The critical ideology of the research circle is closely linked to theories and methodologies that seek to promote the democratisation of education and research through the empowerment of participants (e.g. Dewey and Freire).

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Research circles in practice

Participants’ preparation Bring concrete empirical/practical examples, such as teaching materials, assessments, student products, movies, survey results, etc. AND prepare a short presentation of your material from the questions: 1) What kind of material is it and how has come about? 2) What do you note about the material? (What do you like?) 3) What are you wondering about? What arouses your curiosity?

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Observations and data - from a research circle in ”Insights & Outlooks” project

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– The students expressed a change in their perception of and respect for vocational education & training (VET) and vocational jobs.

– The students expressed a change in the way they spoke about education and job possibilities and futures with their parents.

– Teacher A, who also took part in the students’ visit and work at a VET school, observed that the students surprised each other: several of the academically strong students were really challenged when they were handed a tool, while it was quite the opposite for many of the other students. And several of the academically strong students said: ”I’ll never be able and skilled enough to become a carpenter.”





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Bo Klindt Poulsen

On the work in the research circles:

• Teacher: The work in the research circle ”challenged the conceptions we had about our cooperation with companies and upper secondary schools and VET schools. We succeeded in moving them, and we have actually received a positive feedback on that”.

• Teacher: ”As a matter of fact, right from the first circle meeting to the present moment, we feel optimistic when we go home, because it is so exciting to see the very different projects we are involved in and to get some input that helps us see the matter in a different light so that we do not give up”.





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• Teacher C: Contrary to the courses you are typically offered, where you also feel optimistic, but have forgotten everything a week later, here in the research circles ”we keep returning to the project and have some things to work with in it, and I honestly think that has been really great”.

• Teacher B: ”As a human being and as a professional you feel that you move and develop – it is a great pleasure.”

• Teacher B: ”You are part of a process where you learn all the time, and you are not left alone… The circle is an example of how difficult learning processes are.”

• Teacher B: ”The research circle forces you to express yourself and to put on critical glasses – to go deeper”.





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Research circles and social justice

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• Arena for social justice - inspiration to and development of activities that can promote social justice in practice

• Arena of social justice - the research circles have inherent the potential of being a social just arena widening of possibilities for both professionals and researchers enhanced reflection on social justice and own practice solidarity and understanding between research and practice





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Research circles and social justice in short:

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”Never doubt that a small group of committed people can change the world. Indeed, it is the only thing that ever has”.

- Margaret Mead





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References

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– Gunnarsson, E., Hansen, H.P., Nielsen, B.S. & Sriskandarajah, N. (Eds.), Action research for democracy. New ideas and perspectives from Scandinavia. New York & London: Routledge.

– Hooley, T. (2015). Emancipate yourselves from mental slavery: Self-actualisation, social justice and the politics of career guidance. Derby: International Centre for Guidance Studies, University of Derby.

– Hooley, T., Sultana, R. and Thomsen, R. (2018). Career cuidance for social justice: Contesting neoliberalism. London: Routledge.

– Hooley, T., Sultana, R. and Thomsen, R. (2019). Career guidance for emancipation: Reclaiming justice for the multitude. London: Routledge.

– Persson, S. (2009). Research circles: A guide. Malmö: Centre for Diversity in Education.

– Poulsen, B.K. (forthcoming). Insights and outlooks. Career learning in the final years of compulsory school. Education Inquiry.

– Poulsen, B.K., & Buland, T. (2020). Come Together. Professional development of career guidance practitioners through co-generative learning. In: Haug, E., Hooley, T., Kettunen, J. &Thomsen, R. (eds.). Career and career guidance in the Nordic countries. Leiden: Brill.

– Poulsen, B. K., Skovhus, R. B. & Thomsen, R. (2018) . Widening opportunities for career guidance: Research circles and social justice. In: Sultana, Hooley & Thomsen (eds.). Career guidance and the struggle for social justice in a neoliberal world. London: Routledge

– Poulsen, B.K., Thomsen, R. , Buhl, R. & Hagmayer, I.A. (2016). Udsyn i udskolingen. [Insights and Outlooks. Career guidance in the final years of compulsory school] KL og DLF. http://vpt.dk/udsyn-i-udskolingen

– Prilletensky, I. & Stead, G.B. (2012). Critical psychology and career development: Unpacking the adjust-challenge dilemma. Journal of Career Development, 39(4), 321-340

– Sultana, R.G. (2014). Career guidance for social justice in neoliberal times. In G. Arulmani, A.J. Bakshi, F.T.L. Leong & A. Watts (red.), Handbook of career development (pp. 317-333). New York: Springer.

– Watts, A.G. (2015). Socio-political ideologies of guidance. In Hooley, T. and Barham, L. (Eds.). Career Development Policy and Practice: The Tony Watts Reader. Stafford: Highflyers.

http://derby.openrepository.com/derby/bitstream/10545/579895/1/Hooley+-+Emancipate+Yourselves+from+Mental+Slavery.pdf




https://www.routledge.com/Career-Guidance-for-Social-Justice-Contesting-Neoliberalism/Hooley-Sultana-Thomsen/p/book/9781138087385




https://www.routledge.com/Career-Guidance-for-Emancipation-Reclaiming-Justice-for-the-Multitude/Hooley-Sultana-Thomsen/p/book/9781138087439

http://vpt.dk/udsyn-i-udskolingen





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