Pushing past performative posturing to paradigm practice
Conference Strand
Practice, Strategies, Techniques, and Interventions
Abstract
This presentation explores how panel participants from a social-cultural course reflect on their increasing awareness, knowledge, and skills related to key multicultural considerations, such as allyship, cultural humility, racial gaslighting, and microaggressions. The presentation aims to investigate how participants move from performative posturing to paradigm practice in their commitment to anti-racism and social justice.
Performance posturing is the act of appearing to be committed to social justice without actually taking concrete steps to make a difference. Paradigm practice, on the other hand, is the process of applying new paradigms to our lives and work in order to create a more just and equitable society.
This presentation is important because it addresses a critical need to develop effective strategies for promoting anti-racism and social justice. By understanding how individuals move from performative posturing to paradigm practice, we can develop more effective educational and training programs.
Evidence
References
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Format
Panel Presentations
Biographical Sketch
Dr. Rebecca George is a highly experienced and dedicated professional in the field of counseling and education. Currently holding multiple roles, including Director of Assessment, Clinical Coordinator, and Core Faculty at Webster University's Counseling program in Columbia, she has been a vital part of the institution since 2007. Dr. George's educational journey has been marked by a commitment to excellence, earning a Master of Science Degree in Rehabilitation Counseling in 2000 and a Ph.D. in Counselor Education from the University of South Carolina in 2007.
As a Licensed Professional Counselor and Supervisor, as well as a Licensed Addictions Counselor, Dr. George demonstrates expertise in providing mental health support to individuals from diverse backgrounds. Her research interests focus on culturally responsive pedagogy, equity, and visibility of Black women in mental health, as well as multicultural counseling supervision, showcasing her dedication to inclusivity and cultural sensitivity.
Dr. George actively participates in local and national counseling conferences, contributing to the ongoing discourse in the counseling community. Her extensive experience in various mental health settings provides her with a comprehensive understanding of the challenges and opportunities in the field. Additionally, she offers valuable clinical consultation and supervision, playing a significant role in shaping the next generation of counseling professionals.
Overall, Dr. Rebecca George is recognized as a compassionate, knowledgeable, and influential figure in the field of counseling. Her work in academia and clinical practice has positively impacted individuals seeking mental health support, while also advancing culturally competent counseling practices.
Dr. Alexanderia Smith is a scholar in the field of counseling education. She is a valued colleague at Webster University serving as associate chair and SC regional director. Dr. Smith holds a Counselor Education PhD and has years of experience working with domestic violence survivors and complex family dynamics. Dr. Smith's research is particularly noteworthy for its focus on black women and their challenges in the workplace and relationhips. She has made significant contributions to the field by shedding light on the unique challenges faced by black women in the academy. In addition to her research, Dr. Smith is also a trained and licensed mental health counselor, bringing a wealth of practical experience to her work. Her dedication to her students and her profession is evident in all aspects of her work. Whitley Floyd, Gwuanita Williams, Tracy Julian, Darcy Glidewell, and Mackenzie Burghard are a dynamic group of mental health counseling graduate students, each bringing a wealth of diverse backgrounds, education, and life experiences to the table. This rich tapestry of perspectives uniquely positions them to contribute to panel discussions and reflections on the impact of social-cultural courses on their awareness, knowledge, and skills.
Location
Room 155
Start Date
3-7-2024 10:30 AM
Recommended Citation
George, Rebecca A.; Smith, Alexanderia T.; floyd, whitely; glidewell, darcy; williams, gwuanita; burghard, mackenzie; and julian, tracy, "Pushing past performative posturing to paradigm practice" (2024). National Cross-Cultural Counseling and Education Conference for Research, Action, and Change. 7.
https://digitalcommons.georgiasouthern.edu/ccec/2024/2024/7
Pushing past performative posturing to paradigm practice
Room 155
This presentation explores how panel participants from a social-cultural course reflect on their increasing awareness, knowledge, and skills related to key multicultural considerations, such as allyship, cultural humility, racial gaslighting, and microaggressions. The presentation aims to investigate how participants move from performative posturing to paradigm practice in their commitment to anti-racism and social justice.
Performance posturing is the act of appearing to be committed to social justice without actually taking concrete steps to make a difference. Paradigm practice, on the other hand, is the process of applying new paradigms to our lives and work in order to create a more just and equitable society.
This presentation is important because it addresses a critical need to develop effective strategies for promoting anti-racism and social justice. By understanding how individuals move from performative posturing to paradigm practice, we can develop more effective educational and training programs.
Description
This presentation explores how social-cultural course participants reflect on their growth in multicultural awareness, knowledge, and skills to move from performative posturing to paradigm practice in anti-racism and social justice.
Learning objectives:
Initiatives and strategies: