Reimagining Education for the Green Transition
Education plays a pivotal role in preparing for the challenges of the future, especially in the context of the green transition and evolving work landscape. Professor Tristram Hooley from the University of Derby delves into the intersection of education, sustainability, and workforce needs. Explore the possibilities, uncertainties, and transformative potentials that education holds in shaping a sustainable future amidst a rapidly changing world.
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Presentation Transcript
REIMAGINING EDUCATION FOR THE GREEN TRANSITION AND THE FUTURE OF WORK PROFESSOR TRISTRAM HOOLEY UNIVERSITY OF DERBY
A COOK ON A SPACESHIP
THE HOPE OF A PLANET THAT ISN T BURNING
WHAT IS EDUCATION FOR? DEVELOPMENT (BILDUNG) EMPLOYMENT (TECHNOCRATIC) TRANSFORMATIVE (EMANCIPATORY)
FUNCTION FOLLOWS FORM
NEW TOOLS OPEN UP NEW POSSIBILITIES
EDUCATIONAL FUTURES Tools Future Context Purpose
OVERVIEW The end of the end of history Possibilities for the future Predicting, preparing or creating: The role of education Education for career and for society
OVERVIEW The end of the end of history Possibilities for the future Predicting, preparing or creating: The role of education Education for career and for society
HISTORY HAD OTHER IDEAS IT NO LONGER APPEARS THAT THE FALL OF THE BERLIN WALL HAS STABILIZED CAPITALISM, NOR THAT LIBERAL DEMOCRACY WILL INEVITABLY TRIUMPH.
UNKNOWN UNKNOWNS
HOW CAN EDUCATION COPE WITH SUCH A SITUATION OF UNCERTAINTY AND ANXIETY?
OVERVIEW The end of the end of history Possibilities for the future Predicting, preparing or creating: The role of education Education for career and for society
WHAT KIND OF FUTURE CAN WE HOPE FOR?
THE PRESENT MAKES US FEAR FOR THE FUTURE Climate crisis Automation and the rise of the robots Multipolarity Inflation and recession Precarity Pandemics, Covid-19 and the new normal Mental health crises
MUCH OF THIS IS PRESENTED AS INEVITABLE WITH ADAPTION AND MITIGATION OFFERED AS THE ONLY OPTIONS
THIS IS A LESS FUN FUTURE THAN WE WERE PROMISED 20
BUT, THE FUTURE IS OPEN TO INTERPRETATION 21
WE CAN THINK ABOUT THE FUTURE IN DIFFERENT WAYS Fixed Pessimistic Optimistic Maleable
HOW WE THINK ABOUT THE FUTURE CHANGES HOW WE INTERACT WITH IT, AND ULTIMATELY CHANGES WHAT HAPPENS 23
AS EDUCATORS WE NEED TO POSITION THE FUTURE AS AN OPPORTUNITY AS A CONSEQUENCE OF OUR ACTIONS AND NOT AS SOMETHING INEVITABLE OR A THREAT TO BE ENDURED. 24
EDUCATION IS A PROCESS OF ACTIVELY INVENTING THE FUTURE
OVERVIEW The end of the end of history Possibilities for the future Predicting, preparing or creating: The role of education Education for career and for society
FACERS MODEL HOW EDUCATION CAN ENGAGE WITH THE FUTURE Optimisation Helping people to find out about and navigate the future in their own interests Colonisation Helping people to shape the future in their own image (and the image of the teacher) Protection Preparing people for a challenging and dangerous future.
REFRAMING FACERS MODEL FOR PRACTICE Creating Helping people to understand the contingency of the future and see their role in shaping it Preparing Helping people to understand how they can best thrive within the future Predicting Helping people to understand what the future may hold
OVERVIEW The end of the end of history Possibilities for the future Predicting, preparing or creating: The role of education Education for career and for society
SO HOW CAN EDUCATION HELP PEOPLE TO CREATE THE FUTURE?
CAREER GUIDANCE 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.
CAREER GUIDANCE PRACTICES Informing Advising Counselling Assessing Educating Enabling Brokering Advocating Feeding back Developing systems
THE FIVE SIGNPOSTS TOWARDS SOCIALLY JUST CAREER GUIDANCE Build critical consciousness Help people to understand the situation, not just to react to it on a personal level. Name oppression Help people see injustice and organise in solidarity to access a decent career. Question what is normal Spend time discussing what normality means and whether it is necessarily desirable. Encourage people to work together Facilitate social interaction and collaboration Work at a range of levels Intervene into individual, group, organisational, social and political systems.
CRITICAL CONSCIOUSNESS UNDERSTAND HOW EDUCATION AND OTHER SOCIAL PHENOMENA CAN PROMOTE OR HARM EQUITY. ALWAYS ENCOURAGE STUDENTS TO ASK IN WHOSE INTERESTS DOES THIS WORK? CONSIDER WHAT CAN BE CHANGED AND HOW.
EXAMPLE: CAREER AND SKILLS DEVELOPMENT WITH VICTIMS OF DOMESTIC ABUSE WOMEN HAVE TO HAVE THE OPPORTUNITY TO DEVELOP SKILLS AND ADVANCE THEIR SITUATION ECONOMICALLY. DEVELOPING THEIR CAREER ASPIRATIONS AND SUPPORTING THEM. INCREASING AWARENESS OF COMMUNITY SUPPORT AND GROUP IDENTIFICATION POWER IDENTIFICATION THROUGH EXPLORING HOW DOMESTIC ABUSE HAPPENS AND ANALYSING THE POWER DYNAMICS CRITICAL SELF-REFLECTION Chronister, K. M., & McWhirter, E. H. (2006). An experimental examination of two career interventions for battered women. Journal of Counseling Psychology, 53(2), 151.
NAMING OPPRESSION Exploitation Unfair compensation and coercion Marginalisation Loss of work, power and respect Powerlessness Always being on the receiving end of orders Cultural imperialism Imposing norms on people Violence Random, unprovoked attacks
EXAMPLE: EXPLORING THE GENDERED LABOUR MARKET IN THE CONTEXT OF A HIGHER EDUCATION CAREERS MODULE. DECODING THE LINGUISTIC GENDER CODING IN JOB ADVERTS. EXAMINING DIFFERENT LEVELS OF CONFIDENCE AND BEHAVIOUR FROM WOMEN AND MEN WHEN APPLYING FOR JOBS. See https://careerguidancesocialjustice.wordpress.com/2022/04/04/critical-careers-in-the- curriculum-reading-with-literature-students/
QUESTION WHAT IS NORMAL Our societies define what we assume is normal and natural. This includes what constitutes career success, a good education , a fulfilled life and so on. What is seen as normal also varies for different kinds of people. This doesn t mean that what is normal is always good or bad. But, by questioning what is normal and asking why it is normal we open up possibilities for people.
EXAMPLE: DEALING WITH THE COMPLEXITY OF GENDER INCREASINGLY DISCUSSIONS ABOUT GENDER NEED TO MOVE BEYOND BINARIES. EDUCATORS NEED TO TALK ABOUT THIS WITH STUDENTS AND CONSIDER THE ISSUES AND CHALLENGES FOR STUDENTS WITH DIFFERENT GENDER IDENTITIES. THIS NEEDS TO FRAME NON-NORMATIVE IDENTITIES POSITIVELY AND PROVIDE THEM WITH SPACE TO DEVELOP THEIR CAREERS. See https://careerguidancesocialjustice.wordpress.com/2023/07/19/the-gender-debate-a-call-to- action/
ENCOURAGE PEOPLE TO WORK TOGETHER WE DO NOT LEARN, WORK OR LIVE ALONE. WE PURSUE OUR LEARNING, WORK AND LIVES ALONGSIDE OTHERS SOMETIMES CO- OPERATING, SOMETIMES COMPETING. STRATEGIES FOR IMPROVING YOUR CAREER CAN BE COLLECTIVE AS WELL AS INDIVIDUAL. RECOGNISING THE IMPORTANCE OF CO-OPERATION AND COLLECTIVE STRUGGLE OPENS UP A LOT OF NEW OPPORTUNITIES. 41
EXAMPLE: COLLECTIVE GUIDANCE WORKING WITH STUDENTS AS A GROUP. ENCOURAGING THEM TO SHARE, COLLABORATE AND GET USED TO SUPPORTING ONE ANOTHER. HELPING THEM TO EXPLORE POSSIBILITIES FOR COLLECTIVE ACTION AS WELL AS INDIVIDUAL ACTION, CHANGING STRUCTURES AS WELL AS WORKING WITHIN THEM. See https://careerguidancesocialjustice.wordpress.com/2023/03/29/addressing-social-justice-in- collective-study-and-career-guidance/
WORKING AT A RANGE OF LEVELS We can work with individuals groups classes schools families communities labour offices trade unions employers associations governments active citizenry
EXAMPLE: FOSSIL FREE CAREERS UNIVERSITY OF BIRKBECK CAREERS SERVICE DEVELOPED AN ETHICAL CAREERS POLICY. THIS EXPLICITLY EXCLUDES THE OIL, GAS, AND MINING INDUSTRIES FROM RECRUITING ON THEIR CAMPUS. THIS IS PART OF AN ATTEMPT TO SHAPE THE LABOUR MARKET (AND THE WORLD) INTO WHICH STUDENTS ARE CAREERING.
REFERENCES CHRONISTER, K. M., & MCWHIRTER, E. H. (2006). AN EXPERIMENTAL EXAMINATION OF TWO CAREER INTERVENTIONS FOR BATTERED WOMEN. JOURNAL OF COUNSELING PSYCHOLOGY, 53(2), 151. FACER, K. (2016). USING THE FUTURE IN EDUCATION: CREATING SPACE FOR OPENNESS, HOPE AND NOVELTY. H.E. LEES & N. NODDINGS (EDS.) THE PALGRAVE INTERNATIONAL HANDBOOK OF ALTERNATIVE EDUCATION (PP.63-78). PALGRAVE. FREIRE, P. (1970/2005). PEDAGOGY OF THE OPPRESSED. CONTINUUM INTERNATIONAL PUBLISHING GROUP. FUKUYAMA, F. (1992). THE END OF HISTORY AND THE LAST MAN. FREE PRESS. HOBSBAWM, E. (1995). AGE OF EXTREMES : THE SHORT TWENTIETH CENTURY 1914-1991. ABACUS. HOOLEY, T., SULTANA, R., & THOMSEN, R. (2018). CAREER GUIDANCE FOR SOCIAL JUSTICE: CONTESTING NEOLIBERALISM. ROUTLEDGE. HOOLEY, T., SULTANA, R., & THOMSEN, R. (2019). CAREER GUIDANCE FOR EMANCIPATION: RECLAIMING JUSTICE FOR THE MULTITUDE. ROUTLEDGE. HOOLEY, T., SULTANA, R., & THOMSEN, R. (2021). FIVE SIGNPOSTS TO A SOCIALLY JUST APPROACH TO CAREER GUIDANCE. JOURNAL OF THE NATIONAL INSTITUTE OF CAREER EDUCATION AND COUNSELLING, 47(1), 59-66. HTTPS://DOI.ORG/10.20856/JNICEC.4709 SULTANA, R. G. (2014). ROUSSEAU S CHAINS: STRIVING FOR GREATER SOCIAL JUSTICE THROUGH EMANCIPATORY CAREER GUIDANCE. JOURNAL OF THE NATIONAL INSTITUTE FOR CAREER EDUCATION AND COUNSELLING, 33(1), 15-23. HTTPS://DOI.ORG/10.20856/JNICEC.3303 YOUNG, I. M. (1990). JUSTICE AND THE POLITICS OF DIFFERENCE. PRINCETON UNIVERSITY PRESS.
FINAL THOUGHTS EDUCATION IS A JOURNEY INTO THE FUTURE. FOR MANY PEOPLE THE FUTURE IS UNDERSTOOD AS A DANGEROUS AND THREATENING PLACE. AS EDUCATORS WE SHOULD SEE OUR JOBS AS BEING ABOUT SUPPORTING STUDENTS TO MANAGE AND ULTIMATELY SHAPE THE FUTURE INTO WHICH THEY ENTER. CAREER EDUCATION AND THE FIVE SIGNPOSTS MODEL OFFER AN EXAMPLE OF HOW WE CAN GET SETS TO ENGAGE POSITIVELY WITH THE PRESENT AND THE FUTURE, WHILST ALSO ENCOURAGING THEM TO DEVELOP THEIR AGENCY AND CAPACITY FOR TRANSFORMATION.
ABOUT ME TRISTRAM HOOLEY PROFESSOR OF CAREER EDUCATION UNIVERSITY OF DERBY ENGLAND EMAIL: T.HOOLEY@DERBY.AC.UK BLOG: HTTPS://ADVENTURESINCAREERDEVELOPMENT.WORDPRESS.COM/
