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.
|Number of pages||25|
|Journal||Journal of Educational and Psychological Consultation|
|Early online date||11 Apr 2017|
|Publication status||Published - 2 Jan 2018|
Bibliographical noteFunding Information:
Without financial and intellectual support from a U.S. Department of State Fulbright Scholar Award and Fulbright New Leaders Group Award to the first author, in addition to a Fulbright Alumni Education Innovation Fund Award to the first and third authors, this research would not have been possible. We deeply appreciate all of the hard work the consultants on this project did with the peer trainers. We also appreciated the peer trainers and trainees’ time and feedback. We would like to thank Lee Pei Shee of World Vision; Dr. Goh Chee Leong, Psychology Dean at HELP University; Director James Coffman and staff of the Malaysian-American Commission on Educational Exchange (MACEE) for their long-term support and financial processing of our grant; United Nations High Commissioner for Refugees (UNHCR); United States Department of State and the U.S. Embassy-Malaysia for their oversight and celebration of our refugee teacher trainees; and Mic Hoo and the Durian FM Team for their embrace of our intervention and the refugee teachers, opening their studio doors for weeks to our intervention, and getting the word out via video and radio about hidden refugee education in Malaysia. Finally, we dedicate this paper to the memory of Professor Liz O’Sullivan who was our conceptual, political, grants management, and spiritual guide from the beginning and throughout the intervention research process. Liz will be in our hearts forever.
© 2017 Taylor & Francis.
Copyright 2018 Elsevier B.V., All rights reserved.
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychology (miscellaneous)