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guidance and counselling in 21st-century education

the British Journal of Guidance and Counselling is looking for ground-breaking articles

Cloud created by:

Bill Law
5 June 2015

Dr Frans Meijers - editor
Dr Deidre Hughes - editor
Dr Bill Law - consultant

A changing world brings change in the way people manage their careers.  What that means for people's lives and for professional responses needs to be thoroughly understood.  The British Journal of Guidance and Counselling has therefore commissioned an editorial team, listed above, to develop a special issue examining why change is occurring and how it is being managed.


  • the challenge

The 21st century society is a ‘risk society’.  Surviving and thriving means managing lives proactively.  People are enabled to develop career narratives which articulate their life experience.  And, in this process, the development of critical thinking is increasingly important. 

In uncertain times students need to find explanations concerning both their inner lives and the social and cultural world they live in.  This is especially important for people who do not readily find opportunities that reflect their needs, wishes and abilities. 

All of this means that up-to-date guidance and counselling cannot be separated from overall educational reform.  But we must face a critical tension between progressive and regressive tendencies - in both education and careers work.  

The journal's special issue will, therefore, examine innovative solutions originating in both careers work and education.  


  • the possibilities

The editorial team has a particular interest in academic articles setting out thought and action concerning...

  1. ...students learning critical thinking and developing a career narrative
  2. ...learning cultures managing the troublesome emotions evoked by significant learning
  3. workers attending to students' feeding-back their experience and harmonising that with a feeding-forward need for systemic change
  4. ...educators dealing with the conflicts between demands for recordable outcomes and the importance of transferable processes
  5. ...programme managers considering the values of outsourcing for resources and the marketisation of products
  6. ...leadership styles emerging for careers-work programmes run by individual career workers, or in shared responsibilities or in emerging collectives

Six examples can only indicate the possible range and scope of thinking. This is not an exhaustive list of topics.  The development of 21st century careers work and education calls for deeper and wider thinking and action.


  • your response

The editorial team is looking forward to receive proposals for articles from you and your colleagues.  They should be sent to

Deirdre Hughes at 


Frans Meijers at

Kindly note:

> proposals should include the title, an abstract of no more than 500 words, and names of authors - including contact details for the corresponding author

> please submit proposals by September 1st 2015

> full papers will be requested for submission by April 1st 2016, but should be submitted earlier if possible.

You can open initial contact, for any enquiries, by e-mailing one of the three members of the editorial team.

Feel free to circulate this information among your colleagues.

Meanwhile, you can make a general response to these ideas by registering above and contributing to the discussion below.


Extra content

Embedded Content


Dave Redekopp
3:34pm 30 June 2015

I would be interested in reading articles on topics such as:

  • the role of education in balancing two processes - creating 'passion' (i.e., helping children form values/beliefs/interests), and recognizing/leveraging inherent/intrinsic 'passion' (i.e., building on strengths/personality traits; giving over to who the child really is) - recognizing that these need to shift as the student develops
  • what would education look like if it was in the service of career development (vs. career development being in the service of education, which always seems to be the default assumption)? (this may be an article I submit)
  • how can the drivers of the opportunity structure  (e.g., economy, employers) meaningfully participate without dominating the agenda?


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