Running head: THIS I BELIEVE

This I Believe
Kelly Boyer
Seattle University

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Abstract

This paper explores the meaning of what social justice is to the school counseling community
through my educational and personal experiences. The responsibility for those in my future
professional community to be advocates of social justice is looked at, as well as the type of
constant critical dialogue that is necessary. The way social justice should be promoted within a
school setting will also be looked at in terms of clients, colleagues and the community.
Keywords: social justice, school counseling, community, advocacy, voice

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This I Believe

Social justice is an extremely important component to my professional practice of being a

school counselor. My experience in class in terms of the dialogue has been powerful in hearing
the voices of my peers and how they define social justice, as well as simply getting to know their
backgrounds through our Identity Bag activity. The conversation that was had early on in class
where we had the opportunity to talk with each other regarding the similarities and differences
we have allowed a certain amount of comfort into the class right in the beginning. Guest speaker
Winston Benjamin made a comment that our students carry intersection which is one of the
first and foremost ideas I need to keep in mind as a school counselor practicing social justice. To
realize that each person experiences privileges and also oppressions is part of this
intersectionality that occurs, along with those who are part of multiple cultures.
To promote social justice, I personally must be aware of my biases and provide a voice
for those who are not able to speak out against oppressions they may be facing. There are plenty
of barriers I might come across in my profession such as differing views from colleagues in
terms of what is necessary for the students. Another personal challenge I may come across is
keeping up with self-care. In order to provide for my clients and not get burnt out, I must learn to
take care of myself before I can authentically care for others.
Patrick T. McCormick speaks of A Feminist Ethic of Care in his article, which talks
about the nine voices of social justice, and this voice places emphasis on interdependence rather
than the independent nature of some of the other voices. Being relational and social on a deep
level is important here which parallels with my own personal beliefs of social justice. This
involves working as a community to advocate for groups of people and individuals as Adams, et.

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al. (2010) points out within the cycle of liberation. Working with and building community with
those who are both similar and different from us can be influential to the growth of advocacy
within the school and in the outside community as well. The reason why social justice is
meaningful for me in my profession is similar to my personal values as well. Building
community in my personal life has always been an ongoing priority to me and a point of
continual growth for me has been to learn to advocate for myself. How can I advocate for others
if I am unable to do so for myself? This question will be a relevant point of teaching for my
future students in terms of how they promote their beliefs and opinions for themselves and
others.
An ongoing challenge that I foresee myself coming across not only in my professional
realm but also personally relates to Duncan-Andrades (2009) concept of Hokey Hope. In terms
of relationships with my friends it can be easy to say something like it will get better with time
because we have many experiences in that matter but in working with a school population where
everyone has a different background I must constantly pay critical attention to the inequities that
happen systematically that false hope would do more injustice than service (Duncan-Andrade,
2009). It will be challenging because every situation we come across is unique. Much like a
therapist who mustnt regard a new client with a similar backgrounds experience as the same, I
cant assume the way I helped one student will help another in the same way. Resources that
were used at one time may fall through during others and there will be times when the students
we work for wont recognize how much effort we are putting in to advocate for them. In a
similar sense, the families we work with may not recognize this either which will be a form of
tension in my professional life as I can only presume that I will have to work to break down the
insecurity I will gain from not doing enough for those we work for.

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As a school counseling professional, social justice is providing what fits for each student
and advocating for these students through resources, support, guidance and an open and positive
environment. Providing what fits is crucial here as it is my belief that equality isnt on a
congruent turf with social justice. Remembering that each individual has a different path that
suits them and each need different levels and forms of support will be beneficial in my journey as
a school counselor practicing social justice.

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References
Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga, X.
(Eds.). (2013). Readings for diversity and social justice (3rd ed.). New York: Routledge.
Duncan-Andrade, M. R. (2009). Note to Educators: Hope Required When Growing Roses in
Concrete. Harvard Educational Review, 79(2).
McCormick, P.T. (2003). Whos justice? An examination of nine models of justice. Social
Thought. 22(2/3), pp. 7-25.