Taking a Freirean approach: Applying transformative pedagogy to create inclusive careers provision

Keren Coney; Jack Fitzpatrick

doi:10.20856/jnicec.5502

Authors

Keren Coney International Centre for Guidance Studies, University of Derby https://orcid.org/0000-0002-3150-8099
Jack Fitzpatrick Liverpool John Moores University

DOI:

https://doi.org/10.20856/jnicec.5502

Keywords:

Freire, Co-Creation, Praxis, Social Justice, Autism

Abstract

This article considers the application of Paulo Freire's philosophy of critical pedagogy to the work of developing careers and employability support for autistic students. Drawing on Freirean principles of critical dialogue, co-creation and praxis, the authors describe their participatory approach to reflecting on inequalities that exist and engaging in transformative action to enhance inclusion. By sharing their reflections and evaluating their work through the lens of Hooley et. al (2021)'s Five signposts to a socially just approach to career guidance, they present a model for careers practitioners to engage with learners as equals and to develop emancipatory careers provision.

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