Higher education is facing increasing calls to engage in a process of intellectual decolonisation. This process necessitates that we take time to consider both the content of our curriculum and the pedagogic practices used to facilitate its understanding. Drawing on discussions of both intellectual decolonisation and its underpinning principles of…

The purpose of this critical autoethnographic study was to explore, (a) the role that race played in shaping my responses to demographic changes in the public school district that I served, (b) how I could use this new understanding to improve my practice as an educational leader, and (c) how my research and experience could serve as a model for…

Social justice is a paramount concept in counseling and supervision, yet limited research exists examining this idea in practice. To fill this research gap, we conducted a qualitative case study exploring supervisee experiences in social justice supervision and identified three themes from the participants' experiences: intersection of supervision…

The authors discuss 2 macro-level community practice courses, examining how each applies the concepts of situated learning to foster the development of communities of practice through use of a unique model for antioppressive practice. The theoretical underpinnings and a discussion of the implementation of each stage of the model is provided. The…

This article comments on the utility of the Privileged Identity Exploration (PIE) model in student affairs theory and practice and draws upon examples from the preceding articles.

Alexis de Tocqueville's concept of the "tyranny of the majority" can benefit social justice pedagogies owing to its capacity to illuminate the silent, invisible character of hegemonic power. As many critical pedagogues have pointed out, this silent and invisible power seeps not only into the public spaces of education, but also into the…