Privilege and Oppression in Counselor Education: An Intersectionality Framework

Abstract

Multiculturalism and social justice are considered major forces in the counseling profession, revolutionizing the complexity of social identity, cultural identity, and diversity. Although these major forces have influenced the profession, many challenges exist with their implementation within counselor education curriculum and pedagogy. A major challenge is the complex dynamics of privilege and oppression that both counselor educators and counseling students face. This article discusses the use of intersectionality to approach counselor education pedagogy and practice.Keywords: counselor education, intersectionality, multicultural counseling, social justice, pedagogy El multiculturalismo y la justicia social están considerados como fuerzas importantes con las que la profesión de la consejería está revolucionando la complejidad de la identidad social, la identidad cultural y la diversidad. Aunque estas fuerzas importantes han influido en la profesión, existen desafíos relacionados con su implementación en los planes curriculares y pedagogía de la educación de consejeros. Un desafío significativo es la compleja dinámica entre privilegio y opresión que enfrentan tanto los formadores de consejeros como los estudiantes de consejería. Este artículo discute el uso de la interseccionalidad para enfocar la pedagogía de la educación de consejeros y la práctica.

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

“…The philosophy and theoretical underpinnings of critical pedagogy coincide with multicultural and social justice advocacy education, and embracing a critical approach helps frame the role of counselor educators and supervisors, increases the 2015). The counseling literature recognizes that forms of injustice and institutionalized "-isms" (e.g., racism, sexism, ageism, heterosexism, and ableism) impact the clients we serve and that it is essential for counselors to foster a social justice orientation (Chan, Cor & Band, 2018) and address identity, marginalization, and privilege (Ratts, 2017). Thus, Ratts, Singh, Massar-McMillan, Butler, and Mc-Cullough (2015) revised and operationalized MCC to include social justice competencies (i.e., multicultural and social justice counseling competencies [MSJCC]), which the Association for Multicultural Counseling and Development and the ACA have endorsed.…”

“…Chang, Crethar, and Ratts (2010) emphasized that both social justice and advocacy are essential for helping clients attain SOCIAL JUSTICE ADVOCACY TRAINING https://doi.org/10.7290/tsc010205 impacts the lives of their clients and possibly even themselves. When developing CITs' competencies, counselor educators must consider the developmental level of each student, the extent of students' engagement in the course material, students' experience with culture and salient cultural identities, and how students interpret multicultural and social justice counseling competencies (Chan et al, 2018). Thus, a certificate program focusing exclusively on a transformative approach that mirrors the reality of the profession, allowing CITs to become vehicles of social change (Ratts & Wood, 2011).…”

“…The course, which offers an introduction to the theory and practice of counseling members of diverse populations, is designed to assist students in developing MSJCC with these specific populations. At the conclusion of this course, students will be able to (a) discuss the nature of oppression of all diverse groups and (b) develop strategies to address from leaders in the field (Chan et al, 2018;Chang et al, 2010;Green et al, 2008;Ratts, 2017;Ratts & Wood, 2011;Vera & Speight, 2003). Overall, the six courses are devoted to increasing students' MS-JCC and advocacy competencies (Toporek & Daniels, 2018).…”

“…SOCIAL JUSTICE ADVOCACY TRAINING https://doi.org/10.7290/tsc010205 optimal psychological health and well-being. Counselor educators have called for social justice-based education programs for decades (Lewis & Lewis, 1971), and researchers continue to encourage counselor education programs to integrate social justice and advocacy content (Chan et al, 2018;Ratts, 2017;Ratts & Wood, 2011). Furthermore, scholars have called for innovative teaching strategies that incorporate social justice into pedagogical practices to increase counselor preparation (Odegard & Vereen, 2010;Steele, 2008).…”

Counselor Education and Supervision: 2018 Annual Review

“…Some scholars advocated for adoption of frameworks within programs or contributed understanding regarding broadscale program development. Conceptual contributions included advocacy for the counselor-advocatescholar model (Ratts & Greenleaf, 2018), a framework for intersectionality (Chan, Cor, & Band, 2018), and integration of creative thinking and problem-solving across the curriculum (McCarthy, 2018). School counselor educators presented focus group data regarding school counselor preparation (Watkinson, Goodman-Scott, Martin, & Biles, 2018) and three options for integrating evidence-based approaches within programs (Zyromski, Dimmitt, Mariani, & Griffith, 2018).…”