Changing career guidance practice in Connexions: a question of ethics?

Article


Colley, Helen, Chadderton, C. and Lewin, Cathy 2010. Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today. 18 (3), pp. 33-37.
AuthorsColley, Helen, Chadderton, C. and Lewin, Cathy
Abstract

What has happened to the career guidance profession in the English 14-19 sector since the formation of Connexions? This is the central focus of a research project we have just completed. Our findings, as we shall explain here, raise serious questions about the transformation of careers work in England. In part, it poses some thorny issues about the day-to-day ethics of this work that, we believe, the Institute of Career Guidance and the profession as a whole need to address.
As we reported at the start of our research (CGT June 2008, ‘Researching for an answer’), one of our key concerns was to focus on the voices and experiences of career guidance (CG) trained practitioners themselves, which had been little heard in previous research on Connexions – not least because future policy-making for career guidance is unlikely to have an adequate evidence-base without an understanding of practitioners’ perspectives.
We wanted to find out what it has meant for Careers Advisers to become Personal Advisers (PAs); how their worked has evolved; what has happened to their knowledge and skills in the process; how this has affected their professional identity and status; and what they perceive their support and development needs to be for the future. What we did not expect was the extent to which day-to-day ethical dilemmas – and pressures to engage in unethical practice – emerged as a very powerful theme in their accounts.

Keywordscareer advice; ethics
JournalCareer Guidance Today
Journal citation18 (3), pp. 33-37
ISSN0969-6431
Year2010
PublisherInstitute of Career Guidance
Accepted author manuscript
License
CC BY-ND
Publication dates
Print2010
Publication process dates
Deposited19 Mar 2013
Permalink -

https://repository.uel.ac.uk/item/862vx

  • 0
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Related outputs

Career education and guidance and race (in)equality in England
Chadderton, C. 2018. Career education and guidance and race (in)equality in England. in: Hooley, Tristram, Sultana, Ronald and Thomsen, Rie (ed.) Career Guidance for Social Justice Routledge.
Higher Education and counter-terrorism in the state of exception: the case of England
Chadderton, C. 2017. Higher Education and counter-terrorism in the state of exception: the case of England. Jahrbuch für Pädagogik.
School surveillance: primary and secondary schools
Chadderton, C. 2018. School surveillance: primary and secondary schools. in: Arrigo, Bruce A. (ed.) The SAGE Encyclopedia of Surveillance, Security, and Privacy SAGE.
UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis.
Chadderton, C. 2015. UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. in: Kupfer, Antonia (ed.) Power and Education: Contexts of Oppression and Opportunity Palgrave Macmillan UK. pp. 128-145
Volunteering, social cohesion and race: the German Technical Relief Service
Chadderton, C. 2016. Volunteering, social cohesion and race: the German Technical Relief Service. Voluntary Sector Review. 7 (3), pp. 233-249.
Preparing for disaster: a comparative analysis of education for critical infrastructure collapse
Kitagawa, K., Preston, J. and Chadderton, C. 2016. Preparing for disaster: a comparative analysis of education for critical infrastructure collapse. Journal of Risk Research. 20 (11), pp. 1450-1465.
Community response in disasters: an ecological learning framework
Preston, J., Chadderton, C., Kitagawa, K. and Edmonds, C. 2015. Community response in disasters: an ecological learning framework. International Journal of Lifelong Education. 34 (6), pp. 727-753.
Civil defence pedagogies and narratives of democracy: disaster education in Germany
Chadderton, C. 2015. Civil defence pedagogies and narratives of democracy: disaster education in Germany. International Journal of Lifelong Education. 34 (5), pp. 589-606.
The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government
Chadderton, C. 2015. The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education. 13 (2), pp. 84-97.
Enhancing School-based Careers Work for Years 7-9
Chadderton, C. and Edmonds, C. 2014. Enhancing School-based Careers Work for Years 7-9. London University of East London, Cass School of Education and Communities. doi:10.15123/PUB.4074
Racialised norms in apprenticeship systems in England and Germany
Chadderton, C. and Wischmann, Anke 2014. Racialised norms in apprenticeship systems in England and Germany. Journal of Vocational Education & Training. 66 (3), pp. 330-347.
The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice
Preston, J., Chadderton, C. and Kitagawa, K. 2014. The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education. 12 (4), pp. 437-456.
Refugees and access to vocational education and training across Europe: a case of protection of white privilege?
Chadderton, C. and Edmonds, C. 2015. Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education & Training. 67 (2), pp. 136-152.
Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis
Colley, Helen, Chadderton, C. and Nixon, Lauren 2014. Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education. 55 (2), pp. 104-121.
The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality
Chadderton, C. 2013. The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality. Race Ethnicity and Education. 17 (3), pp. 407-428.
UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis
Chadderton, C. 2012. UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies. 10 (1).
Not capturing voices?
Chadderton, C. 2012. Not capturing voices? in: Czerniawski, Gerry and Kidd, Warren (ed.) The student voice handbook: Bridging the academic/ practitioner divide Bingley Emerald.
School-to-work transition services: marginalising ‘disposable’ youth in a state of exception?
Chadderton, C. and Colley, Helen 2012. School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse: Studies in the Cultural Politics of Education. 33 (3), pp. 329-343.
Problematising the role of the white researcher in social justice research
Chadderton, C. 2012. Problematising the role of the white researcher in social justice research. Ethnography and Education. 7 (3), pp. 363-380.
Towards a research framework for race in education: critical race theory and Judith Butler
Chadderton, C. 2013. Towards a research framework for race in education: critical race theory and Judith Butler. International Journal of Qualitative Studies in Education. 26 (1), pp. 39-55.