Social Justice in Group Counseling: Addressing American Indian Marginalization

2010 ◽  
Author(s):  
Jesse A. Steinfeldt ◽  
Rex Stockton ◽  
Brad Foltz
2013 ◽  
Author(s):  
Jill D. Paquin ◽  
Joseph R. Miles ◽  
Eric C. Chen

2012 ◽  
Author(s):  
Alicia J. Harlow ◽  
Aikaterini Psarropoulou ◽  
Scott Fernelius ◽  
Ryan A. Hess ◽  
Erin L. Sadler

2012 ◽  
Vol 57 (1) ◽  
pp. 18-23 ◽  
Author(s):  
Evan Allen Eason ◽  
Rockey Robbins

2011 ◽  
Vol 40 (3) ◽  
pp. 326-362 ◽  
Author(s):  
Jesse A. Steinfeldt ◽  
Brad D. Foltz ◽  
Julie R. LaFollette ◽  
Mattie R. White ◽  
Y. Joel Wong ◽  
...  

This study investigated perspectives of social justice activists who directly advocate for eliminating Native-themed mascots, nicknames, and logos. Using consensual qualitative research methodology, the research team analyzed transcripts of interviews conducted with 11 social justice activists to generate themes, categories, and domains within the data. The five domains included (a) deleterious impact of Native-themed mascots, nicknames, and logos; (b) reasons why members of mainstream society might support Native-themed mascots, nicknames, and logos; (c) reasons why some American Indians might support Native-themed mascots, nicknames, and logos; (d) frontline advocacy efforts; and (e) coping strategies for advocates. Results provided insights into the sociopsychological processes that allow the misappropriation of American Indian culture, symbols, and imagery in sport to continue to exist in society. Findings can help counseling psychologists understand the experiences of social justice activists while also highlighting ways that the field can support efforts to eliminate race-based mascots, nicknames, and logos.


2000 ◽  
Vol 70 (4) ◽  
pp. 467-499 ◽  
Author(s):  
Sandy Marie Anglas Grande

In this article, Sandy Marie Anglás Grande outlines the tensions between American Indian epistemology and critical pedagogy. She asserts that the deep structures of critical pedagogy fail to consider an Indigenous perspective. In arguing that American Indian scholars should reshape and reimagine critical pedagogy, Grande also calls for critical theorists to reexamine their epistemological foundations. Looking through these two lenses of critical theory and Indigenous scholarship, Grande begins to redefine concepts of democracy, identity, and social justice.


Author(s):  
Sally M. Hage ◽  
Mark Mason ◽  
Jungeun Kim

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