PhD, Counseling & Counselor Education, University of Florida
MAE, EdS, Mental Health Counseling, University of Florida
My teaching philosophy is a synthesis of critical educational methods, developmental perspectives, and intersectionality. Inherent in critical education (Paulo Freire,1970) is the concept of social justice achieved through praxis, which is defined in critical education as a cycle of “reflection and action directed at the structures to be transformed” (Freire, 1970, p. 126). As discussed by Collins and Bilge (2016), critical education and intersectionality share common history, goals, and philosophical foundations. One major connection is the emphasis placed on analyses of systemic oppression and privilege, as well as the awareness that education can either reinforce existing injustices or provide students with “the kinds of critical thinking and problem posing skills that can remedy [inequalities and injustices]” (Collins & Bilge, 2016, p. 162). This latter option, the development of transformative skills, is often referred to as critical consciousness, or conscientização (Freire, 1970). Recently, several scholars have conceptualized intersectional pedagogy and “teaching intersectionality intersectionally” (Case, 2016; Naples, 2009). One core element that links critical and intersectional pedagogy is the use of dialogue and experiential methods to help students develop critical consciousness (Collins & Bilge, 2016). I emphasize small and large group discussions as well as various activities to support an active learning environment.
Chan, C., Henesy, R., & Erby, A. (2019). Towards praxis, promise, and futures of intersectionality in multimethod counseling research. Counseling Outcome Research and Evaluation.
Chan, C. & Henesy, R. (2018). Navigating intersectional approaches, methods, and interdisciplinarity to health equity in LGBTQ+ communities. Journal of LGBT Issues in Counseling.
West-Olatunji, C., Yang, M.J., Wolfgang, J., Henesy, R., & Yoon, E. (2017). Highlighting the challenges when conducting cross-national studies: Use of transcultural theory. Journal of Counseling & Development, 95(4), 457-464.
Henesy, R. (2020). LGBTQ+ Affirmative Intersectional Counseling: An Emerging Model. Featured presentation at the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities (SAIGE) 2020 conference.
Henesy, R., Puig, A., Machado, M., & Yoon, E. (2018). Examining literature about LGBTQ+ client in JCD: Tracking trends over time. Poster session presented at the American Counseling Association Annual Convention & Expo 2018, Atlanta.
Henesy, R., Puig, A., Machado, M., & Yoon, E. (2017). Examining publication trends of LGBTQ+ related literature in the Journal of Counseling & Development. Educational session presented at the Association for Counselor Education and Supervision 2017 Conference, Chicago.
Henesy, R., Greenidge, T., Lutton, S., & Vella, J. (2016). Oppression and trauma: A strength-based approach to conceptualization and clinical interventions. Poster presentation at the Southern Association for Counselor Education and Supervision 2016 Conference, New Orleans.
Henesy, R. (2016). Incorporating intersectional theory into counseling research. Roundtable presentation at the Association for Assessment and Research in Counseling 2016 Conference, Fort Lauderdale.
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