Mindful Wonderment: Using Focus Groups to Frame Social Justice
Authors:
Open Access
- 1 October 2010
- journal article
- Published by Ball State University Libraries in Journal for Social Action in Counseling and Psychology
- Vol. 2 (2) , 82-105
Abstract
In the recent past many professional schools of education in the United States have embraced social justice as central to their mission in preparing teachers, counselors, and administrators to work in preK-16 settings. This article documents our initial inquiry guided by mindful wonderment into an effort to frame social justice as a collective collaboration involving support staff, faculty, and administrators within a graduate school of education. A series of focus groups made up of members of a school of education considered the commitment to social justice not only for its preK-16 candidates but also for transforming the environment and culture within the institution.Keywords
This publication has 16 references indexed in Scilit:
- Mindfulness and Counseling Self‐Efficacy: The Mediating Role of Attention and EmpathyCounselor Education and Supervision, 2009
- ACA Advocacy Competencies: Social Justice Advocacy at the Client/Student LevelJournal of Counseling & Development, 2009
- Promoting Systemic Change Through the ACA Advocacy CompetenciesJournal of Counseling & Development, 2009
- Focus Groups: A Practical and Applied Research Approach for CounselorsJournal of Counseling & Development, 2007
- Exploring dimensions of artistry in reflective practiceReflective Practice, 2006
- Five Essential Components for Social Justice EducationEquity & Excellence in Education, 2005
- Merging Social Justice and Accountability: Educating Qualified and Effective TeachersTheory Into Practice, 2005
- Beginning the journey: supporting reflection in early field experiencesReflective Practice, 2004
- Conceptualizing social justice in education: mapping the territoryJournal of Education Policy, 1998
- Multicultural Counseling Competencies and Standards: A Call to the ProfessionJournal of Multicultural Counseling and Development, 1992