Journal of Educational and Psychological Consultation
Volume 28, Issue 1, 2018, Pages 70-94

Global Consultation Processes: Lessons Learned from Refugee Teacher Consultation Research in Malaysia (Article)

O’Neal C.R.* , Gosnell N.M. , Ng W.S. , Clement J. , Ong E.
  • a University of Maryland, College Park, United States
  • b University of Maryland, College Park, United States
  • c Growing Space Psychology Center, Malaysia
  • d HELP University, Malaysia
  • e University of Birmingham, United Kingdom

Abstract

The process of global consultation has received little attention despite its potential for promoting international mutual understanding with marginalized communities. This article details theory, entry, implementation, and evaluation processes for global consultation research, including lessons learned from our refugee teacher intervention. The first half of the article addresses the entry process, culture-specific strengths, and challenges that can be faced in global consultation, including our experience with a lack of formal regulatory oversight of refugee education. The second half of the article details feedback collected from consultants, peer trainers, and peer trainees indicating which training content was most valuable; how some Burmese refugee teachers strive for a more student-centered, “free” classroom for their refugee students; and, finally, the toll that intense refugee teacher consultation took on the consultants. © 2017 Taylor & Francis.

Author Keywords

[No Keywords available]

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017445356&doi=10.1080%2f10474412.2017.1293544&partnerID=40&md5=f86336ba4761f819d1eb6a6ce7d495b4
DOI: 10.1080/10474412.2017.1293544
ISSN: 10474412
Cited by: 4
Original Language: English