An Emancipatory Communitarian Approach to Vocational Development Theory, Research, and Practice

By D. Blustein, E. McWhirter, J. Perry. 2005

238 citations recorded by the source corpus.

Subfields: General Psychology, Occupational Therapy, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7fb3f3ba74ba46ad06d58ebd8f16d30d039653bf

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In General Psychology

In Occupational Therapy

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Citations in the corpus

Autoethnography as a Method for Reflexive Research and Practice in Vocational Psychology (2008, background): “Where are the scientist and practitioner in vocational psychology to be located— subjectively or objectively? On a broad level, Blustein and his colleagues (Blustein, 2006; Blustein, McWhirter, & Perry, 2005 ) called for vocational psychology to take on a moral and”
Critical Consciousness and Career Development among Urban Youth. (2006, background): “As other scholars recommend ( Blustein et al., 2005; Prilleltensky, 1994), career-focused interventions with oppressed individuals could be enhanced by fostering clients’ sociopolitical analysis of the role social, economic, and political structures play in their work and personal lives and facilit”
Sociopolitical Development and Vocational Expectations Among Lower Socioeconomic Status Adolescents of Color (2008, background): “Similarly, the emancipatory communitarian perspecdve ardculated by Blustein et al. (2005) recommends that career interventions with oppressed/marginalized individuals should also foster clients' sociopolidcal consciousness and modvadon to produce social change.”
Pathways to Occupational Attainment Among Poor Youth of Color (2009, background): “Blustein et al. (2005) argued that career interventions with oppressed or marginalized individuals should also foster participants’ consciousness of and motivation to transform sociopolitical inequity.”
Career Development Concerns of Recent Immigrants and Refugees (2008, background): “Blustein, McWhirter, and Perry (2005) highlighted that for groups such as recent immigrants and refugees, who experience discrimination and prejudice, work is a means of survival and not personal career development.”
Integrating Social Class Into Vocational Psychology (2009, background): “For example, how do classism experiences shape interest in realistic occupations over the development of investigative interests, and how do classism and racism interact to shape vocational interests? In contrast, social class has a much more prominent role in the emancipatory communitarian (Blustei”
Calling and Vocation at Work (2009, background): “155), we suggest that the constructs calling and vocation should serve to supplement and enhance the ongoing efforts of counseling psychologists and career development practitioners to promote a social justice agenda targeting the removal of barriers to meaningful work experienced by marginalized me”
Counseling for Work and RelationshipΨ (2012, background): “…of personal failures, a contextualized understanding of how market work trajectories are coconstructed by both personal and social forces will enable the kind of critical consciousness that is an essential ingredient for a social justice approach to vocational psychology (Blustein et al., 2005).”
The Happenstance Learning Theory (2009, background): “Blustein, McWhirter, and Perry (2005) argued persuasively that overcoming social injustice should be an ever-present concern for psychologists in working both with individual clients and in working toward institutional changes.”
Sense of Control and Career Adaptability Among Undergraduate Students (2010, background): “The theoretical work of Blustein and colleagues (Blustein, 2006; Blustein et al., 2005; Blustein et al., 2008; Duffy & Dik, 2009), along with the importance of studying predictors of adaptability, served as the main impetuses for the current study.”
Vocational Hope and Vocational Identity: Urban Adolescents’ Career Development (2007, background): “…developing their vocational identity and development of a future orientation (Super, 1974, 1980), whereas the emancipatory communitarian perspective (Blustein et al., 2005) and literature related to urban adolescents (Constantine et al., 1998; Sirin et al., 2004) point to the role of structural…”