Barrie A. Irving Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University, Australia & University of Otago, New Zealand

How much longer have we got? Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University

 The importance of economic growth  The need to engage in ‘wealth’ creation  To save is a virtue, but to spend is divine Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt university

“the baseline of a person is measured according to their ability to access and accumulate capital [against which] they become a resource or a liability” (Hill & Tulloch, 2013, p. 147). As a result, I have argued that: “where ‘we’ live, what ‘we’ earn, what ‘we’ produce, what ‘we’ value, and how ‘we are positioned (and position ourselves), within the global economy, are all implicated” (Irving, 2013, p. 2) Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University

 Martusewicz, Edmundson, & Lupinacci, (2014) provide the following definitions:  EcoJustice is the understanding that local and global ecosystems are essential to all life; challenging the deep cultural assumptions underlying modern thinking that undermine those systems; and the recognition of the need to restore the cultural and environmental commons.  EcoJustice education is shaped by the above understanding and refers to the efforts of students, teachers, and members of the local community learning collaboratively while engaged in revitalizing the local commons. Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University

“[by] linking together environmental and social justice issues, the environmental approach, ‘ecojustice in short’, challenges both humanity’s destruction of the earth and the abuse of economic and political power which result in poor people having to suffer the effects of environmental” (Retrieved from: justice) Ecofeminism: “theorizes that hegemonic systems of power and oppression materialize both as domination of men over women and as domination of people over the environment leading to degradation of the ecosystems” (Bloodhart & Swim, 2010, p. 187) Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt university

 A discourse of care: for the well-being of the environment, the planet, and all living creatures  A practise of compassion: for each other in a local, national and global context  A different way of knowing, seeing, being, talking and acting: relating to, and engaging with each other in creative, thoughtful, dialogical and participative ways that include, rather than exclude, the voices of marginalised and indigenous groups Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University

 Is it enough to talk about the ‘greening’ of opportunities? Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University

I have argued elsewhere that: “whilst career educators and counsellors may be subject to the discourses of the state, they do not necessarily need to be ensnared by the rhetoric” (Irving, 2005, p. 21). Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University

 Re/conceptualise the concept of ‘career’  Question the ethical foundations of career counselling and guidance  Contest the language of career development  Critically interrogate the practice of ‘career development‘  Thus there is a need to locate our practises within an ecojustice frame, engage more critically, and reflect more thoughtfully on about what we do, whose interests we serve, what it is we are seeking to achieve for the individual and society. Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University

 What do you see as being the challenges if environmental justice is to coalesce comfortably with social justice?  In what ways might career theory, practice and practitioners actively engage with an ‘ecojustice agenda’?  What do you identify the main barriers to be with regards to your own practice? Research Institute for Professional Practice and Learning in Education (RIPPLE)

If you would like to continue the conversation please get in touch Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University

Bloodhart, B., & Swim, J. K. (2010). Equality, harmony, and the environment: An ecofeminist approach to understanding the role of cultural values on the treatment of women and nature. Ecopsychology, 2(3), doi: /eco Cato, M. S. (2012). Green economics: Putting the planet and politics back into economics. Cambridge Journal of Economics, 36, doi: /cje/bes022 Hill, D., & Boxley, S. (2007, November). Critical teacher education for economic, environmental and social justice: An ecosocial manifesto. Journal for Critical Education Policy Studies, 5. Retrieved from: Irving, B. A. (2013). ‘It’s not easy being green’ – re/positioning ethical values in career practice.. Presented at the IAEVG Conference, Career counselling: a human or a citizen’s right, Montpellier, France. September. Available from: Marglin, S. (2010). The dismal science: how thinking like an economist undermines community. Cambridge, MA: Harvard University press. Martusewicz, R. A., Edmundson, J. & Lupinacci, J. (2014). Ecojustice education: Towards diverse, democratic, and sustainable communities (2 nd edition). New York: Routledge Mason, K. (2013). Becoming Citizen Green: prefigurative politics, autonomous geographies, and hoping against hope. Environmental Politics, 13, DOI: org/ Plant, P. (1999). Fringe focus: informal economy and green career development. Journal of Employment Counseling, 36, Research Institute for Professional Practice and Learning in Education (RIPPLE), Charles Sturt University