SOCIAL JUSTICE COUNSELING THROUGH MULTIPLICATIVE APPROACH IN FREEDOM WRITERS MOVIE

Abstract

Students often face social injustice issues such as discrimination, racism, bullying, and marginalization. These issues hinder the teaching and learning process and negatively impact students' mental health. However, teachers and counselors often focus solely on individuals without considering the support of their environment. Therefore, a more multiplicative approach is needed to resolve student issues and prevent similar problems from occurring in the future. This article will analyze the multiplicative approach used by Erin Gruwell in the film "Freedom Writers." A descriptive qualitative approach with content analysis methods was used to identify a total of 11 scenes and dialogues that represent social justice practices and the application of Erin Gruwell's multiplicative approach. These were then analyzed by linking the scenes and dialogues to relevant theories. The results of this study found that the film displays several multiplicative social justice strategies, such as expressive writing, history education, student advocacy, and building an inclusive environment. Through this approach, students can integrate with people of different races and regain their previously neglected rights. The implications of this research for guidance and counseling are expected to serve as a reference for counselors to implement in school counseling services. A multiplicative approach is well suited to addressing social justice issues among multicultural students, allowing them to gain empowerment and advocacy.