Barrie A Irving

1. Giving meaning to social justice: Enacting a critical-recognitive approach within career development Barrie A Irving Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University, Australia & University Otago College of Education, New Zealand email: birving@csu.edu.au

2. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University SOCIAL JUSTICE?

3. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University What is social justice • To paraphrase Gale (2000): How will we know social justice when we see it? • Underlying this proposition there is a need to relate it to the broader question of whose interests career education, guidance and counselling should, and does, progress.

4. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Social justice is a slippery concept Thrupp and Tomlinson (2005) note that: “Like ‘equality of opportunity’ or ‘choice’, ‘social justice’ is one of those politically malleable and essentially contested phrases which can mean all things to all people” (p.549). As Reisch (2002) has observed: “the concept of social justice is now used as a rationale for maintaining the status quo, promoting far-reaching social reforms, and justifying revolutionary action” (p. 83)

5. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University 4 competing models of social justice • Retributive • Distributive • Recognitive • Critical-recognitive

6. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Retributive justice • Social justice is premised on notions of: • individual liberty, the protection of property rights, and punishment for those who transgress. • Individuals are positioned as autonomous ‘self-actualising consumers’ within a ‘free market’ • Social justice is achieved through: • Open competition, and state protection of life and property • The beneficiaries of social justice: • are those make an economic contribution to society • Social justice should deliver: • material and social opportunities/rewards commensurate with talent and effort • ‘Career’ is construed as being of our own making, influenced by individual drive, determination, and latent talents – we make our own ‘luck’;

7. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Distributive justice • Social justice is premised on notions of: • individual freedom, social cooperation and compensation • Individuals and groups are represented by democratically elected governments, and other institutional authorities • Social justice is achieved through: • equitable distribution on the basis of fairness (but weighted towards those most disadvantaged) • The beneficiaries of social justice: • those from disadvantaged groups in particular, but society as a whole • Social justice should deliver: • basic material and social goods and opportunities – reflected in representative outcomes • ‘Career’ is constructed by the individual, accommodates other life roles and desires, but is construed primarily as an economic concept;

8. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Recognitive justice • Social justice is premised on notions of: • positive recognition which is accorded to all people within and among diverse social groups • Individuals and group members are given the means to exercise their capabilities and determine their own actions • Social justice is achieved through: • democratic processes that actively, and respectfully, include the interests of those from diverse marginalised and/or oppressed groups • The beneficiaries of social justice: • all members of society through the recognition of different experiences, needs and desires (which are not tied to economic participation) • Social justice should deliver: • positive self-identity, self-development, and (collective) self-determination. • ‘Career’ is constructed in relation to the desires of self, family and community, and may not include economic participation.

9. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Critical-recognitive justice • Social justice is premised on notions of: • positive recognition of all people within and among diverse social groups, and is intertwined with economic redistribution • Individuals and group members are given the means to exercise their capabilities and determine their own actions through the removal of oppressive barriers to participation • Social justice is achieved through: • democratic processes that actively, and respectfully, include the interests of those from diverse groups, and facilitates critical exploration of oppression and domination with the intention of addressing this • The beneficiaries of social justice: • all members of society through the recognition of difference in relation to group and individual experiences, needs and desires • Social justice should deliver: • positive self-identity, self-development, and (collective) self-determination and the economic resources to enable ‘meaningful lives’. • ‘Career’ is constructed as holistic, and it is recognised that it is always in a state of flux and can take multiple forms – including those that might challenge the state.

10. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University The transformative potential of career education: embedding social justice • A critical-recognitive social justice approach involves: “the fostering of critical insights into how social, political and economic discourses position and shape concepts of ‘self’, ‘career’, ‘opportunity’ and ‘justice’ [which] contributes to our understanding of our potential roles as creative, dynamic and responsible citizens” (Irving, 2010a, p. 53), within culturally diverse societies that are respectful of difference.

11. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Putting theory into practice From a critical-recognitive standpoint, I believe that: “career [professionals] can make a difference by assisting [clients] to develop their critical capabilities as creative, dynamic and socially concerned citizens, and by working with them to envisage possible alternative futures” (Irving, 2010b, p.21).

12. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Challenging (neoliberal) times . . . • Career professionals themselves will need to acquire a critical understanding of how different forms of social justice reflect competing political standpoints if they are to be reflexive, and honest, about their practice(s)

13. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Challenging times – changing practice • Through learning to think differently and talk more creatively, we can begin to shift the discursive boundaries that restrict our profession by: • Physically and metaphorically re/writing the language of ‘career’ • Locating career within a social, political and economic context • Promoting a ‘holistic’ view which looks beyond economic participation • Presenting alternatives that enable clients to question (and challenge) dominant discourses of what is positioned as being ‘right’ • Providing clients with opportunities to envisage alternative futures • Ideas should be regarded as fluid, and never complete

14. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Moving forward . . . • Key questions to ponder: • In what ways does career theory, policy, and guidelines for practice connect with social justice – how, why, and what is being advocated? • Whose interests are progressed through my own theorising, policy-making and/or practice – and how do I feel about this? • In what ways might my theorising, policy-making and/or practice be more socially engaged and politically informed?

15. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University Thank you for listening I hope my presentation has been helpful and given you something to think about! Feel free to get in touch if you wish to continue the discussion

16. Research Institute for Professional Practice & Learning in Education (RIPPLE), Charles Sturt University References & further reading Gale, T. (2000). Rethinking social justice in schools: how will we recognize it when we see it? International Journal of Inclusive Education, 4, 253-269. Gale, T. & Densmore, K. (2000). Just schooling: explorations in the cultural politics of teaching. Buckingham, England: Open University Press. International Journal for Educational and Vocational Guidance, (March, 2014), Issue 1. Irving, B. A. (2010a). (Re)constructing career education as a socially just practice: An antipodeans reflection. International Journal for Educational and Vocational Guidance, 10, 49-63. doe 10.1007/s10775-009-9172-1. Irving, B. A. (2010b). Making a difference? Developing career education as a socially just practice. Australian Journal of Career Development, 19(3), 15-23. Irving, B. A. & Malik, B. (Eds.) (2005). Critical reflections of career education and guidance: promoting social justice in a global economy. London: RoutledgeFalmer. McAllen, P. & Patton (2006). A critical reflection on career development. International Journal for Educational and Vocational Guidance, 6, 15–27. doe: 10.1007/s10775-006-0005-1 McAllen, P. & Schulte's, D. E. (Eds.) (2012). Social constructionist in vocational psychology and career development. Rotterdam, NL: Sense. Richardson, M. S. (2012b). Counselling for work and relationship. The Counselling Psychologist, 40(2), 190-242. Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.