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Counselling Pupils for Social Justice
Abstract
Along the dynamic freedoms of democracies of the 21st century, counselling pupils for social justice is a radical democratic process of learning. This is within awareness of metacognitive application of critical thinking that transforms prior obtained frame of reference. It also ignites, without imposing, critical self-reflection as a deliberate cognitive activity on experiences that bring about perspective transformation. Ironically, that school counselling continues to be less regarded as a management role in schools is a misconstrued perspective that not only disadvantages the pupil but also alienates counsellors while also deflating effectiveness of teaching efforts. The teaching and learning process is a collaborative effort that can only succeed when existing school's networks are utilised in the most effective manner especially for a transformative and democratic education. This chapter explores avenues of school counselling along post-constructivist perspectives determining a democratic pupil as sought to be a change catalyst for good citizenship in the society.
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