{"id":567,"date":"2026-04-22T09:58:00","date_gmt":"2026-04-22T16:58:00","guid":{"rendered":"https:\/\/counsellingconcepts.ca\/decolonizing-health-healing-care\/?page_id=567"},"modified":"2026-04-29T14:35:40","modified_gmt":"2026-04-29T21:35:40","slug":"counsellor-education","status":"publish","type":"page","link":"https:\/\/counsellingconcepts.ca\/decolonizing-health-healing-care\/counsellor-education\/","title":{"rendered":"Counsellor Education"},"content":{"rendered":"\n
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\"Decolonizing<\/figure>\n<\/div>\n\n\n\n
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Chapter 7.5<\/p>\n\n\n\n

Re-Visioning Counsellor Education: Centring Justice, Accessibility, Inclusion, Diversity, and Equity<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/h4>\n\n\n\n

By Sandra Collins, Melissa Jay, Jane Arscott, Kim Ashbourne, Jagdeep Kundi, Ya Xi Lei, Marguerite Lengyell, Sherani Sivakumar, and Gina Wong<\/em><\/em><\/em><\/p>\n\n\n\n

Book: Decolonizing Health, Healing, and Care<\/a>
Published: June 1, 2025
Publisher: Counselling Concepts<\/a>
Chapter DOI: https:\/\/doi.org\/10.71446\/qp84357207<\/a>
Book ISBN: 978-0-9738085-6-8
Format: ePub
Distributor: Vital Source<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Purchase your copy at<\/h2>\n\n\n\n
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Vital Source<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Abstract<\/h2>\n\n\n\n

In this chapter Sandra and Melissa focus on justice-doing within counsellor education. They highlight the necessity of learning environments and institutional cultures characterized by JAIDE (i.e., justice, accessibility , inclusion, diversity, and equity), in which all learners can thrive. They pair this with integration of cultural responsivity and social justice (CRSJ) practices into every facet of curricula and field placements to ensure that students are prepared to challenge systemic inequities and foster micro-, meso-, and macolevel change. They note the responsibility of educators and institutions to fully address the \u201cCalls to Action\u201d of the Truth and Reconciliation Commission of Canada. They organize the chapter into the following themes: (a) shifting from learning about <\/em>to learning with<\/em> and from<\/em>, which includes embracing multiple ways of knowing, doing, and being; <\/em>(b) implementing anti-oppressive and decolonial pedagogies to enhance the cultural meaningfulness of pedagogy; (c) creating safer, more inclusive learning spaces; (d) faculty development, which includes continued learning and unlearning through self-reflective processes; (e) program-level integration of CRSJ practices to ensure pluralism in views of health and healing are equitably reflected in all aspects of counsellor education; and (f) institutional advocacy to address access barriers and increase representation of racialized and other marginalized groups among faculty, staff, and learners. An invitation to action invites all members of the academic community to embrace the scholar\u2013practitioner\u2013advocate\u2013leader model.<\/p>\n\n\n\n

Melissa and Sandra appreciation the insights about counsellor education offered by these co-authors:<\/p>\n\n\n\n