Intercultural counseling as a current issue and what makes a competent intercultural counselor

Author(s):

MARIJA JAVORNIK KREČIČMILENA IVANUŠ GRMEK

Conference:

ECER 2009

Network:

7. Social Justice and Intercultural Education

Format:

Paper

Session Information

07 SES 01 A, Social Justice: Pedagogical approaches

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

HG, HS 31

Chair:

Francesca Gobbo

Contribution

In the first part of the paper, the author finds that in the present the question of collaboration between members of the majority and the members of cultural, religious, social and other minorities is one of the most essential civilisational questions. Consequently, intercultural pedagogy and intercultural education play an important role here. Intercultural pedagogy did not develop its own integral pedagogical paradigm, but rather belongs to the group of pedagogies, which respond to social problems and are paradigmatically linked to socio-critical pedagogy (problem of equal opportunities and social cohesion). Skubic Ermenc (2003) mentions two interrelated goals of intercultural pedagogy, namely: 1. To identify the conditions which would enable the realization of equal opportunities in education also for members of minority cultures in a given society (social integration). 2. To define the conditions enabling the entire school population to prepare for life in a multicultural society, that is on the basis of intercultural acceptance, of understanding and creative collaboration (social cohesion). Due to such multicultural conditions, school counseling, too, has developed some special features. Furtheron in the paper, the author defines and presents the characteristic features of intercultural counseling set up for pupils who are members of cultural minorities and immigrants, as well as for people who live and work with them. Resman (2003) notes that in the framework of school counseling the question of intercutural education can be dealt with in terms of two relations: - the interpersonal relation, that is the relationship of the minority child/pupil toward the school, the school work, the curriculum, toward the teacher, other pupils, the parents and others; - the intrapersonal (internal) level, that is from the viewpoint of forming his/her points of view, convictions, actions. Both relations form the child's ethic identity and intercultural perspective.

Method

Paper is theoretical, based on references (see References)

Expected Outcomes

The final part of the paper defines the intercultural competence of a school counselor. Presently, the most accepted and best-defined intercultural competencies are those (it is the case of a list in the form of a matrices 3x3) which was in 1991/92 published by the Committee of the Association for Multicultural Counseling and Development in the framework of the American Counseling Association. (Holcomb McCoy, 2000). In order to do effective intercultural counseling, a school counselor should develop conviction, knowledge and skills at three levels: the levels of awareness of ones own culture and cultural values; the level of awareness of the pupil's (counselee's) culture and of his/her world view; and at the level of applying culturally adequate strategies, forms and methods.

References

▪ Cushner, K. (1999). International Perspectives on Intercultural Education (Mahwah New Yersey, London, Lawrence Erlbaum Associates, Publishers). ▪ D'Ardenne, P. & Mahtani, A. (1989) Transcultural Counseling in Action (London, sage Publication). ▪ Diehm, I. & Radtke; F. O. (1999). Erziehung und Migration. Eine Einführung [Education and Migration. An Introduction] (Stuttgart). ▪ Harris, B. (2003). Cultural issues in counselling, in: Hornby, G. & Hall, C. & Hall, E. (Eds) Counselling pupils in schools: skills and strategies for teachers (London, RoutledgeFalmer), 94-106. ▪ Holcomb McCoy, C. C. (2000). Multicultural Counseling Competencies: An Exploratory Factor Analysis. Journal of Multicultural Counseling & Development, 28(2), 15. ▪ Papademetriou, D. (1999) Miti in stvarnost [Myths and Reality] Unesco glasnik, 30(63), 14-18. ▪ Pedersen, P. & Ivey, A. (1993). Culture – centered counseling and interviewing skills: a practical guide (Westport, Connecticut, London, Praeger). ▪ Resman, M. (2003) Interkulturna vzgoja in svetovanje [Intercultural education and counselling] Sodobna pedagogika, 54(1), 60-79. ▪ Robertson, H. L. & Hill, R. (2000). Excluded voices: Education exclusion and inclusion, in: Hill, D. & Cole; M. (Eds) Schooling and Equality (Fact, Concept and Policy) (London, Kogan Page). ▪ Roig, A. (1999). Mednarodne migracije [International Migrations] Unesco glasnik, 30(63), 3-4. ▪ Skubic Ermenc, K. (2003a) Enakost izobraževalnih možnosti v slovenski osnovni šoli s perspektive interkulturnosti [Equality of Educational Opportunities in the Slovene Elementary School from the Intercultural Perspective] (Ljubljana, Filozofska fakulteta, Oddelek za pedagogiko in andragogiko). ▪ Skubic Ermenc, K. (2003b) Komu je namenjena interkulturna pedagogika? [Who is intercultural pedagogoy meant for?] Sodobna pedagogika 54(1), 44-58. ▪ Sue, D. W. (1995) Towards a Theory of multicultural Counseling and Therapy, in: Banks, J. A. & McBee Banks, C. (1995) Handbook of Research on Multicultural Education (New York, Macmillan Publishing USA). ▪ Tseng, M. D. & Streltzer, J. S. (2001). Culture and Psychotherapy. A Guide to Clinical Practice (London, Washington, American Psychiatric Press). ▪ Zidarić, V. (1994) Interkulturalizem i interkulturno obrazovanje u kontekstu poslijeratnih migracija u Europi [Inteculturalism and Intercultural Education in the Context of Post-war Migrations in Europe], in: Odgoj i obrazovanje u izvanrednim uvjetima (Ljubljana, Unesco).

Author Information

MARIJA JAVORNIK KREČIČ

University of Maribor, Faculty of Arts

Department of Pedagogy

MARIBOR

189

MILENA IVANUŠ GRMEK

University of Maribor, Faculty of Arts, Slovenia

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