The struggle for social justice in a neoliberal world presents particular challenges for career practitioners in schools as they inhabit the borderlands between compulsory education and post-school life. Although I identify possibilities for practice, this is not a ‘feel good’ chapter, where simple solutions are presented to address complex social problems. In this chapter I utilise CdA to explore international policy guidance perspectives on career/education, and examine how global expectations relate to what is happening in New Zealand. Particular attention is paid to the career education and guidance (CEG) guidelines produced by the New Zealand Ministry of Education in 2009. Gaining critical insight into the multiple, complex and contradictory ways in which discourse, power, dominance, inequality, and social injustice interconnect in policy guidance documents provides career practitioners with transformative and transgressive ways of reading the wor(l)d. I have utilised the term career/education and guidance as this more accurately captures the differences and commonalities between these curriculum areas in a school context.
|Title of host publication||Career guidance for social justice|
|Subtitle of host publication||Contesting Neoliberalism|
|Editors||Tristram Hooley, Ronald. G. Sultana, Rie Thomsen|
|Place of Publication||Abingdon, Oxon|
|Number of pages||15|
|Publication status||Published - 2018|
|Name||Routledge Studies in Education, Neoliberalim, and Marxism|
Irving, B. A. (2018). The pervasive influence of neoliberalism on policy guidance discourses on career education/guidance: Delimiting the boundaries of social justice in New Zealand. In T. Hooley, R. G. Sultana, & R. Thomsen (Eds.), Career guidance for social justice: Contesting Neoliberalism (1st ed., pp. 47-62). (Routledge Studies in Education, Neoliberalim, and Marxism). Routledge.