Liberatory school counseling practices to promote freedom dreaming for Black youth
AffiliationDepartment of Disability and Psychoeducational Studies, University of Arizona
MetadataShow full item record
PublisherFrontiers Media S.A.
CitationMayes, R. D., Edirmanasinghe, N., Ieva, K., & Washington, A. R. (2022, December). Liberatory school counseling practices to promote freedom dreaming for Black youth. In Frontiers in Education (Vol. 7, p. 966). Frontiers.
JournalFrontiers in Education
Rights© 2022 Mayes, Edirmanasinghe, Ieva and Washington. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at email@example.com.
AbstractThe American School Counseling Association calls for professional school counselors to support the holistic development and success of all students. However, the field of school counseling is riddled with practices that have harmed and dehumanized Black students. For example, school counselors engage in practices (e.g., social–emotional learning and vocational guidance), which work to reinforce white supremacy and dehumanize Black students. Further, school counselors may also contribute to the ways that the basic and unique needs of Black students are overlooked, leading to the continued systemic adultification of Black students. What is needed is a radical imagination of school counseling, which centers on homeplace as the foundation in order to engage in freedom dreaming. In this article, the authors engage this radical imagination to detail an antiracist view of school counseling practice that embraces freedom dreaming and homeplace through healing and Indigenous educational practices, youth-led school counseling, and critical hip-hop practices to promote joy, creativity, power, love, resistance, and liberation. Copyright © 2022 Mayes, Edirmanasinghe, Ieva and Washington.
NoteOpen access journal
VersionFinal published version
Except where otherwise noted, this item's license is described as © 2022 Mayes, Edirmanasinghe, Ieva and Washington. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).