A critical feminist phenomenological study of social justice identity among professional psychologists and trainees from a feminist multicultural practicum.

2016 ◽  
Vol 47 (6) ◽  
pp. 383-390
Author(s):  
Stephanie M. Hoover
Keyword(s):  
Social Justice ◽  
Phenomenological Study ◽  
Critical Feminist ◽  
Professional Psychologists

scholarly journals Using Professional Leadership to Promote Multicultural Understanding and Social Justice

2008 ◽  
Vol 2 (1) ◽  
pp. 13-17 ◽  
Author(s):  
Patricia Arredondo
Keyword(s):  
Social Justice ◽  
Educational Research ◽  
Multicultural Competencies ◽  
Great Demand ◽  
The Social ◽  
Societal Changes ◽  
Professional Leadership ◽  
Professional Psychologists ◽  
Multiculturally Diverse ◽  
Martin Luther King

AbstractSocial justice icons, like Rosa Parks, Mahatma Ghandi, Martin Luther King, Jr. and César Chávez, known for their tireless, courageous leadership initiating societal changes that have benefited many, lead the way for contemporary professional psychologists. These leaders opened pathways for inclusive principles and practices in education, employment, and political contexts. At the same time, professional leadership on behalf of multicultural and social justice issues in professional organisations and other contexts is known to be challenging. Biases and assumptions, micro-aggressions, and ignorance of experiences with interpersonal oppression are communicated daily. In multiculturally diverse global societies, social justice leadership is in great demand. Psychologists are encouraged to develop multicultural competencies in educational, research, and organisational practices and emulate the social justice icons.

scholarly journals Antigone in Ferguson : the experience of seven members of the democratic chorus in a social justice musical production

2020 ◽  
Author(s):  
◽  
Philip A. Woodmore
Keyword(s):  
New York ◽  
Social Justice ◽  
Police Officers ◽  
Phenomenological Study ◽  
Transformational Change ◽  
Transformative Power ◽  
Greek Drama ◽  
Musical Production ◽  
The Social ◽  
Complex Relationships

The purpose of this phenomenological study was to investigate the experiences of seven of the auditioned chorus members in the five-week run of Antigone in Ferguson at the Off-Broadway theater, Harlem Stage in Harlem, New York in the Fall of 2018, through the lens of the theory of transformation (Cohen, 2007a). Antigone in Ferguson, an original musical production based on the ancient Greek drama Antigone (Sophocles, ca. 441 B.C.E./2016), was created in response to the young Black man in Ferguson, Missouri, who was killed by a police officer and whose body was left on the street for over four hours. The performance includes four actors, a democratic choir comprising singers representing various professions including police officers, and choirs from the community. After each performance, facilitators mediate a discussion with the audience members to address the social justice issues raised during the performance. Seven chorus members served as participants in this study, completing all requirements including a focus group session, pre-interview questionnaire, semi structured individual interview, blog about their experience throughout the production, and final reflection. Cohen's (2007a) theory of transformation, based on research about prison choirs, served as a framework for this research and the data analysis. The theory states that the complex relationships through the sung texts, the choir's social and cultural contexts, interactions with audience members, and enhanced self-perception of the performers afford the potential for positive transformational change in the performer (Cohen, 2007a, 2008). Findings suggest that the transformative power of music was displayed in the seven participants' responses to their experiences as chorus members in this production. Based on their spoken and written statements, all seven participants indicated that positive change occurred related to the music and the processes involved with putting on this show, including awareness and attitudes toward social justice issues and enhanced self-perceptions.

scholarly journals A qualitative inquiry into social justice issues facing educators of students with autism spectrum disorders

2017 ◽  
Author(s):  
◽  
Adam John Stephens
Keyword(s):  
Special Education ◽  
Social Justice ◽  
School Districts ◽  
Phenomenological Study ◽  
School Personnel ◽  
Autism Spectrum ◽  
Qualitative Inquiry ◽  
Learner Outcomes ◽  
Social Justice Theory ◽  
K 12

The purpose of this study was to explore the experiences of various educators charged with the task of educating students with ASD within three public Midwestern school districts. Through the lens of social justice theory, this phenomenological study sought to further the understanding of the unique and varied needs of both the ASD student subgroup, and the multiple school stakeholders charged with providing equity within ASD education. The researcher examined the views and perceptions of special education administrators, special education teachers, and paraprofessionals with regard to challenges and obstacles to ASD equity, and methods used to overcome those obstacles. Participant responses demonstrated that the social justice principles of distribution, recognition, and opportunities (Hytten and Bettez, 2011), are reflected in the practices of ASD educators at varying levels levels. However, within certain school personnel, a lack of knowledge and valuation of students with ASD is still prevalent. Therefore, the implications of this study demonstrate a need for K-12 school districts and higher education institutions to offer more opportunities for educators of students with ASD to learn about their unique traits and strategies the study findings and research have shown improve learner outcomes for students across the autism spectrum.

“So I Went Out There”: A Phenomenological Study on the Experiences of Rural School Counselor Social Justice Advocates

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Lee Edmondson Grimes ◽  
Natoya Haskins ◽  
Pamela O. Paisley
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Rural School ◽  
Future Research ◽  
Community Resources ◽  
Marginalized Groups ◽  
The Stability

This phenomenological study explored the experiences of rural school counselors as social justice advocates. The first author interviewed seven participants in their respective communities and identified five themes, including both positive and negative elements: the stability of place, community promise, mutual reliance, professional and personal integration, and a focus on individuals. The authors include implications for practice and future research on the ways that rural school counselors can use community resources to advocate for marginalized groups of students.

scholarly journals School Counseling Interns’ Lived Experiences Addressing Social Determinants of Health

2021 ◽  
Author(s):  
Alexandra C. Gantt ◽  
Kaprea F. Johnson ◽  
Judith W. Preston ◽  
Brittany G. Suggs ◽  
Megan Cannedy
Keyword(s):  
Social Justice ◽  
Social Determinants Of Health ◽  
School Counselors ◽  
Social Determinants ◽  
Phenomenological Study ◽  
Determinants Of Health ◽  
Identity Conflict ◽  
Counselors In Training ◽  
Practice Gap ◽  
Social Justice Theory

This phenomenological study explores school counselors in training (SCITs’) experiences addressing social determinants of health (SDOH), the leading causes of educational and wellness inequities. Interviews with eight SCITs revealed three core themes: (1) professional identity conflict between awareness, skills, and action; (2) social justice knowledge to practice gap; and (3) recommendations for knowledge to practice gap resolution. Themes explained participant preparedness for responding to disparities. Participants were aware of challenges related to SDOH, though struggled with addressing those challenges due to lack of preparation or perceived role constraints. Participants also experienced difficulty practically applying their understanding of social justice theory to SDOH-related challenges. The researchers noted various recommendations for how SDOH may be addressed in the counselor education curriculum and in practice.

Leveraging Women’s Leadership Talent to Promote a Social Justice Agenda in Ethiopian Schools

2021 ◽  
Vol 123 (8) ◽  
pp. 176-201
Author(s):  
Abebayehu Aemero Tekleselassie ◽  
Virginia Roach
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Gender Equity ◽  
Phenomenological Study ◽  
Sense Of Self ◽  
Educational Leaders ◽  
Structured Interviews ◽  
Leadership Positions ◽  
Male Dominated ◽  
Women Educational Leaders

Background: Research that identifies and celebrates the positive attributes of women educational leaders advancing a social justice agenda in traditionally male-dominated, Sub-Saharan African (SSA) societies is sparse. Studying female educational leadership in SSA conceptually brings to the fore issues associated with the intersectionality of gender, leadership, pervasive abject poverty, and cultural mores from a critical theory lens that runs counter to the White, western, male conceptions of leadership underlying much of the existing literature in the field. Purpose: With a focus on Ethiopia, we sought to understand the way in which women educational leaders, as traditionally oppressed groups in a patriarchal society, utilize their past marginalization as they advance a social justice agenda to promote educational opportunities for traditionally underserved students, particularly females. Research Design: Using transformative leadership as our theoretical lens and semi-structured interviews as our methodology, we conducted a grounded phenomenological study of eight Ethiopian women who were in educational leadership positions ranging from assistant principal to regional supervisors. We recruited the women leaders through direct contact, reputational nomination, and leadership positions they held. Findings/Results: Our findings paint a portrait of these female leaders as tenacious and determined, with a strong sense of self-agency and moral courage, whose identities are born out of their humble beginning and multi-focal understanding of issues from being female, from poor communities, submersed in male-dominated culture. These identities drove the participants to work towards emancipatory policies to acknowledge and intervene in “power differences” that directly influence school performance for girls and women in Ethiopia. Conclusions/Recommendations: Increasing workforce diversity with respect to gender, recasting leadership preparation programs as equity-oriented institutions, and addressing key public policies to support women in leadership positions are foundational recommendations that can lead to gender equity in education in Ethiopia.

Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

2018 ◽  
Vol 57 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Colette T. Dollarhide ◽  
Renae D. Mayes ◽  
Sabri Dogan ◽  
Yahyahan Aras ◽  
Kaden Edwards ◽  
...  
Keyword(s):  
Social Justice ◽  
African American ◽  
African American Male ◽  
Phenomenological Study ◽  
Counselor Educators
Sign in / Sign up

Export Citation Format

Share Document