scholarly journals Social Justice Counseling and Advocacy: Developing New Leadership Roles and Competencies

2011 ◽  
Vol 3 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Judith A. Lewis ◽  
Manivong J. Ratts ◽  
Derrick A. Paladino ◽  
Rebecca L. Toporek
Keyword(s):  
Social Justice ◽  
Social Action ◽  
Leadership Roles ◽  
Social Justice Leadership ◽  
Leadership Academy ◽  
American Counseling Association ◽  
Public Arena ◽  
Wide Range

The fusion of scholarship and activism represents an opportunity to reflect on ways in which counselors and psychologists can begin to address the multilevel context faced by clients and client communities. Counselors and psychologists have embraced, and sometimes resisted, the wide range of roles including that of advocate and activist. This article reflects on a process that engaged workshop participants in examining the American Counseling Association Advocacy Competencies and exploring the possibilities of advocacy on behalf of their own clients. Further, the article presents recommendations for actions developed by participants through application of workshop principles regarding social action in the larger public arena. The workshop was a part of the National Multicultural and Social Justice Leadership Academy in 2010.

scholarly journals Implementing Multicultural-Social Justice Leadership Strategies When Advocating for the Rights of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Persons

2011 ◽  
Vol 3 (1) ◽  
pp. 44-58 ◽  
Author(s):  
Michael D. Brubaker ◽  
Amney Harper ◽  
Anneliese A. Singh
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Personal Narratives ◽  
Counselor Educators ◽  
Leadership Strategies ◽  
Audience Participation ◽  
Social Justice Leadership ◽  
American Counseling Association ◽  
Action Strategies ◽  
Sociopolitical Climate

This article explores multicultural social justice leadership strategies in advocating with lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) individuals. In the current sociopolitical climate, there is a great need for counselors and counselor educators to become more involved in LGBTQQ advocacy. In response to this need, the authors developed a collaborative content session that was presented at the Multicultural Social Justice Leadership Development Academy at the 2010 American Counseling Association Conference. The session was geared towards increasing the knowledge, awareness, and skills of multicultural social justice leaders who are advocating with LGBTQQ individuals and communities. In this article, the content of the session and the personal narratives of the presenters are reviewed, along with the recommendations and considerations that were discussed. Additionally, audience participation in the session is discussed along with the action strategies that were collaboratively developed as a part of the session.

scholarly journals Continuing and Expanding the Multicultural Social Justice Leadership Conversation: An Introduction to the Special Issue of the Journal for Social Action in Counseling and Psychology on the 2010 Multicultural Social Justice Leadership Development Academy

2012 ◽  
Vol 4 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Anna Wheatley ◽  
Seth T. Christman ◽  
Guerda Nicolas
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Social Action ◽  
Lessons Learned ◽  
Historical Background ◽  
Intergroup Dialogue ◽  
Culturally Appropriate ◽  
Social Justice Leadership ◽  
Community Factors ◽  
Community Dialogue

This paper provides a historical background and review of the literature on intergroup dialogues, with a focus on community-engaged dialogues. The authors illustrate the format, purpose, and community factors involved in the Day of Dialogue (DOD), an intergroup community dialogue series. An expansion of Zúñiga and Nagda’s (2001) stages of intergroup dialogue is used to critically examine dialogue issues and provide a structure for culturally appropriate, community-engaged implementation. Lessons learned from three years of DOD implementation are provided, including the following themes: Balancing process and content, maintaining flexibility, defining roles, identifying biases, identifying/engaging key players, allowing voices to be heard, mindfulness toward environment/structure, and promoting movement towards action. Concrete suggestions to guide future practice around creating effective, culturally appropriate, and community-engaged dialogues, as well as effectively empowering communities and fostering social change, will be discussed.

“Proclaiming Together”? Convergence and Divergence in Mainline and Evangelical Evangelism, 1945-1967

1995 ◽  
Vol 5 (1) ◽  
pp. 49-76
Author(s):  
Thomas C. Berg
Keyword(s):  
Social Justice ◽  
Social Action ◽  
Christian Faith ◽  
Relative Priority ◽  
Christian Community ◽  
Mainline Denominations ◽  
Convergence And Divergence ◽  
Protestant Christians ◽  
Dividing Line

By now, it is a commonplace of the American religious scene that the majority of the nation's white Protestant Christians are split into “two parties.” The ideological dividing line runs between “mainline” denominations—Methodists, Presbyterians, Episcopalians—and a bevy of conservative denominations and groups, but it also cuts through the mainline itself, which contains a substantial contingent of conservatives.Among the two parties' numerous disagreements, theological and political, few have run deeper and longer than their difference over the meaning and importance of evangelism, the activity of “proclaiming the gospel” to those outside the Christian community. Is the church's prime call in this regard to seek conversions to the Christian faith, or is it to show the love of Christ by working for charitable goals and social justice? A well-known 1973 study of Presbyterian clergy found that the greatest polarization between self-described “conservatives” and “liberals” came over the relative priority of evangelism and social action. Indeed, the fight over these goals was an important (though by no means the only) factor precipitating the “split” early in this century.

Women's Activism, Feminism, and Social Justice

2019 ◽  
Author(s):  
Margaret A. McLaren
Keyword(s):  
Social Justice ◽  
Social Activism ◽  
Cultural Imperialism ◽  
Gender Justice ◽  
Women's Activism ◽  
Political Responsibility ◽  
Economic Exploitation ◽  
Wide Range ◽  
Relational Framework ◽  
Individual Success

Informed by practices of women’s activism in India, this book proposes a feminist social justice framework to address the wide range of issues women face globally, including economic exploitation; sexist oppression; racial, ethnic, and caste oppression; and cultural imperialism. The feminist social justice framework provides an alternative to mainstream philosophical frameworks that analyze and promote gender justice globally: universal human rights, economic projects such as microfinance, and cosmopolitanism. These frameworks share a commitment to individualism and abstract universalism that underlie certain liberal and neoliberal approaches to justice. Arguing that these frameworks emphasize individualism over interdependence, similarity over diversity, and individual success over collective capacity, McLaren draws on the work of Rabindranath Tagore to develop the concept of relational cosmopolitanism. Relational cosmopolitanism prioritizes our connections, while acknowledging power differences. Extending Iris Young’s theory of political responsibility, McLaren shows how Fair Trade connects to the economic solidarity movement. The Self-Employed Women’s Association and MarketPlace India empower women through access to livelihoods as well as fostering leadership capabilities that allow them to challenge structural injustice through political and social activism. Their struggles to resist economic exploitation and gender oppression through collective action show the importance of challenging individualist approaches to achieving gender justice. The book concludes with a call for a shift in our thinking and practice toward reimagining the possibilities for justice from a relational framework, from independence to interdependence, from identity to intersectionality, and from interest to sociopolitical imagination.

Duoethnography: A Polytheoretical Approach to (Re)Storing, (Re)Storying the Meanings That One Gives

2020 ◽  
pp. 396-423
Author(s):  
John Joseph Norris ◽  
Richard D. Sawyer
Keyword(s):  
Social Justice ◽  
Critical Theory ◽  
Third Space ◽  
The Third ◽  
The Core ◽  
Wide Range ◽  
Core Elements ◽  
Feminist Inquiry

This chapter summarizes the advancement of duoethnography throughout its fifteen-year history, employing examples from a variety of topics in education and social justice to provide a wide range of approaches that one may take when conducting a duoethnography. A checklist articulates what its cofounders consider the core elements of duoethnographies, additional features that may or may not be employed and how some studies purporting to be duoethnographies may not be so. The chapter indicates connections between duoethnography and a number of methodological concepts including the third space, the problematics of representation, feminist inquiry, and critical theory using published examples by several duoethnographers.

Social Justice Leadership and Family Engagement

2016 ◽  
Vol 52 (5) ◽  
pp. 754-792 ◽  
Author(s):  
David E. DeMatthews ◽  
D. Brent Edwards ◽  
Rodolfo Rincones
Keyword(s):  
Social Justice ◽  
Family Engagement ◽  
Well Being ◽  
Future Research ◽  
Research Approach ◽  
Social Justice Leadership ◽  
Administrator Preparation ◽  
Preparation Programs ◽  
The Status ◽  
Administrator Preparation Programs

Research Approach: This in-depth qualitative case study explores one school leader’s enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world’s most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and well-being. Consequently, the leader’s focus shifted toward meaningful family engagement through adult education, community advocacy, and critical questioning of the status quo. Implications: Implications for future research, theory, and administrator preparation programs are presented at the conclusion of the article.

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