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Counseling psychology educators engaging in decolonization praxis: a conceptual review.

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Title: Counseling psychology educators engaging in decolonization praxis: a conceptual review.
Authors: Reynolds, Jason D. (AUTHOR), De La Rue, Lisa (AUTHOR)
Source: Counselling Psychology Quarterly. Jun2026, Vol. 39 Issue 2, p338-354. 17p.
Subjects: Graduate education, Curriculum, School environment, Community health services, Social justice, Human services programs, Consumer attitudes, College teachers, Psychology, Counseling, Consumer activism, Critical thinking
Abstract: In recent years, United States (U.S.) colleges and universities have become critical arenas for advocacy, activism, and decolonization efforts, driven by movements such as #BlackLivesMatter, #MeToo, #StopAsianHate, and #FreePalestine. These movements have amplified calls for social justice, challenging students and educators to engage critically with societal issues and moral obligations. However, the increasing polarization in society has led to a growing sense of restriction on opposing viewpoints within academic settings. Instances of faculty facing repercussions for their political stances illustrate the tension between free speech and diversity, equity, and inclusion (DEI) initiatives. This tension is further complicated by the rebranding of higher education as a commodity, where students are viewed as consumers, leading to a transactional dynamic that impacts faculty-student relationships and academic integrity. This student-as-consumer dynamic often leads to student entitlement and challenges for educators striving to maintain academic rigor and social justice commitments. The present conceptual manuscript explores these issues within the framework of a private university's Master's level counseling psychology program, examining the successes and barriers to creating a decolonizing curriculum while preparing graduates to serve marginalized communities in an increasingly consumer-driven academic landscape. PRACTICAL IMPLICATIONS: The present manuscript discussed the challenges and successes of counseling psychology educators engaging in decolonization praxis within a Master's level training program with specific focus on the student-as-consumer mentality. [ABSTRACT FROM AUTHOR]
Copyright of Counselling Psychology Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Counseling psychology educators engaging in decolonization praxis: a conceptual review.
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  Data: In recent years, United States (U.S.) colleges and universities have become critical arenas for advocacy, activism, and decolonization efforts, driven by movements such as #BlackLivesMatter, #MeToo, #StopAsianHate, and #FreePalestine. These movements have amplified calls for social justice, challenging students and educators to engage critically with societal issues and moral obligations. However, the increasing polarization in society has led to a growing sense of restriction on opposing viewpoints within academic settings. Instances of faculty facing repercussions for their political stances illustrate the tension between free speech and diversity, equity, and inclusion (DEI) initiatives. This tension is further complicated by the rebranding of higher education as a commodity, where students are viewed as consumers, leading to a transactional dynamic that impacts faculty-student relationships and academic integrity. This student-as-consumer dynamic often leads to student entitlement and challenges for educators striving to maintain academic rigor and social justice commitments. The present conceptual manuscript explores these issues within the framework of a private university's Master's level counseling psychology program, examining the successes and barriers to creating a decolonizing curriculum while preparing graduates to serve marginalized communities in an increasingly consumer-driven academic landscape. PRACTICAL IMPLICATIONS: The present manuscript discussed the challenges and successes of counseling psychology educators engaging in decolonization praxis within a Master's level training program with specific focus on the student-as-consumer mentality. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Counselling Psychology Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Consumer activism
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      – TitleFull: Counseling psychology educators engaging in decolonization praxis: a conceptual review.
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              Text: Jun2026
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