scholarly journals Counselor Education Online Curriculum Design: Social Justice Considerations

2021 ◽  
Vol 1 (1) ◽  
pp. 45-48
Author(s):  
Lisa McKenna ◽  
Amie Manis
Keyword(s):  
Social Justice ◽  
Counselor Education ◽  
Curriculum Design ◽  
Online Curriculum

Social Justice: A National Imperative for Counselor Education and Supervision

2010 ◽  
Vol 50 (2) ◽  
pp. 82-87 ◽  
Author(s):  
Catherine Y. Chang ◽  
Hugh C. Crethar ◽  
Manivong J. Ratts ◽  
Guest Editors
Keyword(s):  
Social Justice ◽  
Counselor Education ◽  
Counselor Education And Supervision

scholarly journals Social Justice Advocacy Training: An Innovative Certificate Program for Counselor Education

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Katherine A. Feather ◽  
Tiffany M. Bordonada ◽  
Kimberly A. Nelson ◽  
Kathy M. Evans
Keyword(s):  
Social Justice ◽  
Counselor Education ◽  
Certificate Program ◽  
Social Justice Advocacy ◽  
Advocacy Training

Social Justice and Advocacy: Critical Issues in Counselor Education

2017 ◽  
pp. 43-56 ◽  
Author(s):  
Nicola Gazzola ◽  
Andrea LaMarre ◽  
Olga Smoliak
Keyword(s):  
Social Justice ◽  
Counselor Education ◽  
Critical Issues

Enhancing Student Agency as a Driver of Inclusion in Online Curriculum, Pedagogy, and Learning Content

2021 ◽  
pp. 86-108
Author(s):  
Lydia Sophia Mbati
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Curriculum Design ◽  
Learning Experience ◽  
Diverse Students ◽  
Access To Higher Education ◽  
Student Agency ◽  
Online Curriculum ◽  
Learning Content ◽  
Inclusive Curriculum

With advancements in technological innovation, the interconnectedness of the global economies and citizens is now inextricable. Education has been affected by globalisation, opening opportunities for more participation, particularly through online learning. Social cleavages and access for social justice are often addressed through admission-policy reform in the higher-education sector. While this is one aspect of increasing access to higher education, this chapter explores inequality as epistemic injustice in online programmes. Curriculum design and pedagogical approaches that embrace diverse students' epistemic positions enrich the learning experience while including students' realities. Student agency may allow for visibility of diverse students and also provide for the inclusion of their epistemic stances. Student agency can also lead to flexible, inclusive curriculum content. Based on literature, this chapter presents ways in which the student voice may be included in online learning curriculum, pedagogy and learning content.

scholarly journals Implementing Multicultural Social Justice Strategies in Counselor Education Training Programs

2011 ◽  
Vol 3 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Fred Bemak ◽  
Regine M. Talleyrand ◽  
Hollie Jones ◽  
Jewelle Daquin
Keyword(s):  
Social Justice ◽  
Counselor Education ◽  
Training Program ◽  
Counselor Training ◽  
Development Program ◽  
Leadership Strategies ◽  
Social Justice Leadership ◽  
Psychology Programs ◽  
Counselor Training Program ◽  
The Impact

This article is based on the presentation on implementing multicultural social justice leadership strategies in counselor education programs. The George Mason University’s Counseling and Development Program was used as an example to illustrate how to successfully infuse multicultural social justice values into an entire graduate counselor training program. The article is written from two perspectives: 1) faculty’s discussion on the development and establishment of a multicultural social justice counseling program, and 2) current and past students’ viewpoints of the impact of the multicultural social justice training program on their personal and professional lives. Recommendations are also suggested to assist counseling and psychology programs on the implementation of multicultural social justice leadership strategies.

scholarly journals Social Justice Pre-Practicum: Enhancing Social Justice Identity Through Experiential Learning

2019 ◽  
Vol 11 (2) ◽  
pp. 35-53
Author(s):  
Samuel Sanabria ◽  
Leigh DeLorenzi
Keyword(s):  
Social Justice ◽  
Experiential Learning ◽  
Counselor Education ◽  
Social Inequalities ◽  
Real Life ◽  
Counseling Students ◽  
Education Programs ◽  
Social Justice Advocacy ◽  
Personal Connection ◽  
Focus Group Methodology

The counseling profession calls counselors to engage in social justice advocacy and charges counselor education programs to prepare students for this work. While most counseling programs promote social justice knowledge through a single course and infusion model, there remains a standard practice in providing students with experiential opportunities in advocacy to improve their learning. A qualitative study used a focus group methodology to examine the effectiveness of a social justice pre-practicum in the development of a social justice identity with counseling students. The study examines whether participation in a social justice pre-practicum reinforces a personal connection to and a broader understanding of social inequalities and advocacy work, as well as encourages more engagement in systemic advocacy in current employment. The purpose of this article is to encourage counselor education programs to equip students with real-life experiential opportunities in advocacy work by adopting a similar social justice pre-practicum course in their curriculum.

scholarly journals Writing for Justice in First-Year Composition (FYC)

2020 ◽  
Vol 116 ◽  
pp. 26-36
Author(s):  
Shane A. McCoy
Keyword(s):  
Social Justice ◽  
Knowledge Transfer ◽  
Undergraduate Students ◽  
Curriculum Design ◽  
Theoretical Framework ◽  
First Year ◽  
Cognitive Schemas ◽  
First Year Composition ◽  
Curriculum Design And Development ◽  
Course Syllabi

Conceptualized as writing for justice, I offer close-scrutiny and analyses of teaching artifacts that animate my course syllabi in order to understand how first-year composition (FYC) courses might function as a vehicle for advancing social justice. Specifically, this essay offers a framework for enabling students with the critical capacities to transfer social justice knowledge from the classroom to the street. With close readings of my curricula and borrowing from the scholarship on knowledge transfer studies (Bawarshi & Reiff 2011; Beaufort 2007; Yancey 2011), I bridge the theoretical framework of writing for justice to a practice of writing for justice in curriculum design and development. As I argue here, this aspect of the curriculum provides the framework for crafting a FYC curriculum that aims to transform undergraduate students’ cognitive schemas by forming new “impressions” (Ahmed 2004) of social justice.

Multicultural and Social Justice Training for Counselor Education Programs and Colleges of Education: Rewards and Challenges

2008 ◽  
Vol 86 (3) ◽  
pp. 323-329 ◽  
Author(s):  
Carlos P. Zalaquett ◽  
Pamela F. Foley ◽  
Kenyon Tillotson ◽  
Julie A. Dinsmore ◽  
David Hof
Keyword(s):  
Social Justice ◽  
Counselor Education ◽  
Colleges Of Education ◽  
Education Programs
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