Intersections of Privilege and Otherness in Counselling and Psychotherapy

Turner, Dwight

doi:10.4324/9780367854423

Cited by 20 publications

(25 citation statements)

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“…A vital component of self-development work in contemporary music therapy education should be to deeply interrogate one’s own privilege and identity. A range of contemporary resources should become seminal reading for students in the profession to support this reflective practice (Bishop, 2015; Hadley, 2021; Morgan, 2021; Turner, 2021).…”

Section: Discussionmentioning

confidence: 99%

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Anti-oppressive pedagogy as an opportunity for consciousness raising in the music therapy profession: A critical disability studies perspective

Pickard

2022

British Journal of Music Therapy

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In pedagogic literature informed by critical disability studies, academia is widely cited as an ableist institution: the training ground for the professions of normalcy. Music therapy could readily be complicit in this normalising discourse with its potential to pathologise participants and to maintain a strict ‘normative divide’, between professionals it trains and participants who engage with its provision. Activists, advocates and disabled therapists have posed a welcome challenge to this positioning in recent publications, but the pedagogical dimensions of music therapy training in this area have received less attention. The emerging signature pedagogy of music therapy and its omissions will be considered, which may explain the need for an increased social justice focus in music therapy curricula. This article considers the potential of applying Kumashiro’s typologies of anti-oppressive education in music therapy training: problematising existing pedagogies and critically reflecting upon the potential of a social justice informed curriculum. These approaches have the potential to reframe Otherness by acknowledging expertise in lived experience. Through introducing these frameworks for socially just, anti-oppressive pedagogies, this article invites consciousness raising in music therapy pedagogy through engagement with critical disability studies theory and philosophy.

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Section: Discussionmentioning

confidence: 99%

“…Thus, this typology should be carefully positioned to ensure the transformative potential is optimally achieved and sustained into students’ future practices. The emergence of a wealth of contemporary resources on oppression and intersectionality will support this vital work (Bishop, 2015; Morgan, 2021; Turner, 2021).…”

Section: Anti-oppressive Pedagogymentioning

confidence: 99%

Anti-oppressive pedagogy as an opportunity for consciousness raising in the music therapy profession: A critical disability studies perspective

Pickard

2022

British Journal of Music Therapy

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“…It is no surprise, therefore, that all families have high expectations of the clinical ‘expert’. The service mostly caters to, ‘White privileged’ middle class professional families who because of class and educational background may be bringing their own complex stories of ‘intersectional privilege’ (Crenshaw, 2017; Turner, 2021, p. 39).…”

Section: Paediatric Inpatient Carementioning

confidence: 99%

Black and proud: Impact of intergenerational racism upon global majority family systems

Afuape¹,

Bisimwa

Campbell

et al. 2022

Journal of Family Therapy

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Racism is a pervasive force; its influence is felt in the lives of Global Majority people worldwide, and across generations. As Global Majority systemic psychotherapists in the UK, we take a position to stand against racism in all areas of systemic theory and practice. The ideas in this paper offer an opportunity for all systemic psychotherapists to join us in the decolonisation of theories, practices and knowledge, to step outside White Western structures that have kept Global Majority voices silenced for too long. This article reviews the damage of intergenerational racism upon the lives of Global Majority systemic psychotherapists and the Global Majority families we support. We invite systemic psychotherapy to begin drawing on the rich cacophony of Indigenous knowledge, from Africa and the Caribbean, and from East, West and South Asia to de‐centre ‘White ways of knowing’.

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“…I now realise that the individual identities of the children and young people I work with can be recognised, described and responded to in numerous ways (both consciously and unconsciously) according to individual and collective beliefs, opinions, conceptions and judgements regarding disability, gender, class, age, ethnicity and sexuality. Identities are constructed in relationship to, or against, dominant social and cultural normative conventions and concepts of Otherness (Braidotti, 2013; Goodley and Runswick-Cole, 2016; Goodley et al, 2014, 2018; McRuer, 2006; Turner, 2021). Even though I intend to work as a Music Therapist from a position of wanting to do no harm, this does not make me exempt from the social, cultural and political context.…”

Section: Introductionmentioning

confidence: 99%

“…Echoing the opening of Turner’s (2021) powerful book, I offer some aspects of my identity: I am female, white, able-bodied, heterosexual, cisgender, in my early 40s. I am a mother and a Health and Care Professions Council (HCPC) registered Music Therapist.…”

Section: Introductionmentioning

confidence: 99%

Developing a research approach to explore therapeutic relationships with children and young people with complex needs: A critical reflection

Roman

2022

British Journal of Music Therapy

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This article is a critical reflection on the development of a research approach to explore therapeutic relationships in psychodynamic music therapy with children and young people with complex needs. The article starts by positioning my research project within contemporary music therapy discourse, discussing literature from psychoanalysis, music therapy research and a broad range of related disciplines. This illustrates the development of a socially, culturally and politically contextualised understanding of the theory and practice of music therapy with people with complex needs and outlines the theoretical concepts which support and inform my research approach. Fricker’s Epistemic Injustice paradigm is used to provide a contextualised philosophical concept to explore why and how people with complex needs are frequently excluded from academic research. A critical disability study perspective is used to outline the need for inclusive research practice to develop epistemological frameworks and methodologies to include the voices of those marginalised in society. The article concludes with an outline of my current research project, discussing how the ideas previously described have informed the research approach and been integrated into the project design.

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Intersections of Privilege and Otherness in Counselling and Psychotherapy

Cited by 20 publications

References 0 publications

Anti-oppressive pedagogy as an opportunity for consciousness raising in the music therapy profession: A critical disability studies perspective

Anti-oppressive pedagogy as an opportunity for consciousness raising in the music therapy profession: A critical disability studies perspective

Black and proud: Impact of intergenerational racism upon global majority family systems

Developing a research approach to explore therapeutic relationships with children and young people with complex needs: A critical reflection

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