The importance of specific professions for human rights realization is increasingly recognized. Journalists, teachers, and civil servants are all considered to play a role because their work affects individual rights. This is also the case for social workers. The connection between social work and human rights is evident in the large amount of literature explaining how human rights relate to social work. At the same time there is more attention for human rights localization. These fields of knowledge are related: social workers are local professionals and if they start applying human rights in their work this may influence human rights localization. This article contributes to existing debates on human rights localization by reflecting on the potential role of social workers in local human rights efforts in the Netherlands. Since human rights localization in general and human rights application in social work are recent phenomena in the Netherlands this provides a useful case study for a qualitative analysis on whether and how social workers can be regarded as actors in human rights localization. By connecting different actors that are said to play a role in human rights localization to proposed forms of human rights application by social workers this article identifies three possible roles for social workers in human rights localization: as human rights translators, as human rights advocates, and as human rights practitioners.
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Due to the challenges produced by the individualisation of society and the flexibilisation of employment relationships, universities are increasingly investing in career guidance. Managers, however, have little or no vision regarding guidance and counselling. In this article we make a plea for an approach in which students are enabled to develop a career identity (i.e. a story about the meaning of their lives) as a basis for self-directedness. Such stories emerge during a dialogue about felt experiences. Evidence is given that such dialogues are to a large degree absent in educational contexts. Universities are to a large extent ‘disembodied’ places where almost no room exists for emotions and felt experiences. Therefore, a work/learning environment is needed within universities that enables ‘passionate self-directedness’. A short outline for creating such an environment is given. https://doi.org/10.20853/30-3-636
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