Putting social justice into practice A New Zealand insight into career education Barrie Irving, PhD Candidate University of Otago

Tena koutou, tena koutou, tena koutou, katoa What is my PhD about? I am interested in finding out how social justice is understood within the context of career education policies, programmes and practices in New Zealand secondary schools

My presentation does not aim to provide answers, but seeks to encourage thought and critical reflection about the place of social justice in career education For me, social justice encompasses a critical individual and collective understanding of our sense(s) of identity; what it means to be a New Zealander; our sense(s) of cultural belonging; how career(s) are framed, and how lives are constructed. As such it should fit comfortably within a dynamic, holistic and inclusive career education curriculum that critically engages with all aspects of life.

In New Zealand, career and career education are defined as: Career: “The sequence and variety of an individual’s paid and unpaid work roles over a lifetime. More broadly it includes life roles, leisure activities, learning and work”. Career education: “Planned learning experiences that help students to develop the understanding, skills and attitudes that will assist them to make informed choices and decisions about study and/or work options and to participate effectively in work and society”. (Careers Services, 2007, emphasis added). Here there is some acknowledgement that career encompasses a holistic understanding in relation to what ‘work’ is, who ‘I am/we are’, ‘how I/we’ might construct a life-career, and how ‘I/we’ might contribute to the shaping of our economic, social and political worlds

Yet what is the reality in New Zealand? Career development activity predominates which is premised on a competency based career development model that prepares students for ‘self-management’, to become their own entrepreneurs, and to engage in lifelong process of paid labour and learning. Unlike a career education approach that engages in critical learning about the social, political and economic world, how this informs constructions of work, opportunity, self, ‘career’ & justice, and the role we all play in the shaping of this.

What did I find from my own small-scale pilot study? Sense of self:  What we teach is influenced by our present and our past  “Careers is all about social justice”  External influences act to restrict agency Social class and equality of opportunity  Education and qualifications are currency  Knowledge is bound and contextualised  Contradictory outcomes and class based expectations Parents, pacific culture and equality  Liberal values and cultural contexts  Walking the cultural line  Acting in the child’s best interests

Therefore if career education is to be premised on critical social justice principles what are the issues? If career education encompasses a critical social justice philosophy it will be seen to be too political! The role of career education is to prepare young people for ‘work, it is up to other curriculum areas to prepare them for life! In the real world its every man [sic] for himself, and students need to learn this early on! ‘We’ don’t want young people leaving school without skills! It is important to focus on the individual and to help them to pursue passions and achieve dreams! Career theory tells us all we need to know about the labour market and the economy!

I contend that the real question career educators should be asking is: How can I develop a holistic career education programme that is underpinned by a critical model of social justice; accommodates a diverse student population; reflects difference within the wider community; promotes an inclusive understanding of ‘career’; engages with a dynamic problem-solving pedagogy; and seeks to meet individual, collective and cultural aspirations/expectations.

So, when you have an opportunity reflect on your current policies, programmes, and practice and ask yourself: What ‘version’ of social justice is reflected in my schools policy regarding equity, equality and justice? How does my career education policy reflect school policy, and does it engage with issues of critical social justice? Should career development activities underpin my career education programme – or do they have different goals? How does my practice promote equity – and does it reflect wider social, political and economic concerns? Have links been made with the wider social curriculum e.g social studies/citizenship etc. and if so what form does it take? What are the dominant messages promoted through my career education practice? Are there space that allow me to include critical social justice approaches into my programmes and practices?

Thank you for coming! I hope my presentation today has provided food for thought and, in some small way, contributed to the debate about the future of career education. Questions or Comments?