Trickster Discourse and American Indian Identity in Counselor Education: A Critical Phenomenological Inquiry

Abstract

In this qualitative phenomenological study, authors explored an American Indian student’s experiences of colonization within a master’s counselor education program. Interviews were conducted with one participant that met criterion sampling. Findings outlined counselor education’s assimilative capacity and Indigenous resistance to assimilation. Themes included Confronting the Threat and Being Too Indian. Authors discussed implications for counselor educators and multicultural education specifically.