Upholding Equality and Social Justice: A Social Constructivist Perspective on Emancipatory Career Guidance Practice

Autor/in	Bassot, Barbara
Titel	Upholding Equality and Social Justice: A Social Constructivist Perspective on Emancipatory Career Guidance Practice
Quelle	In: Australian Journal of Career Development, 21 (2012) 2, S.3-13 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-4162
Schlagwörter	Social Justice; Constructivism (Learning); Social Environment; Career Guidance; Social Structure; Correlation; Sociocultural Patterns; Social Integration; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Soziales Umfeld; Berufsorientierung; Sozialstruktur; Korrelation; Soziokulturelle Theorie; Soziale Integration; Ausland; Großbritannien
Abstract	After several years of political agendas focused on social inclusion, career guidance practice needs to return to its roots of promoting equality and social justice. This conceptual article argues that for many years there has been an overreliance on theories focused on the individual, and examines the relationship between social structures and individual agency. It presents insights from a social constructivist perspective, built on the application of collectivist interpretations of the zone of proximal development, situated learning and activity theory. Social constructivism asserts that individuals cannot be separated from their social context, and that social context is dynamic and constantly changing. The article concludes with the identification of the zone of proximal development as a useful overarching construct to support progress towards emancipatory career guidance practice. (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10