Creating community: offering a liberation pedagogical model to facilitate diversity conversations in MFT graduate classrooms.
Creating a safe place for open classroom engagement on topics of multiculturalism and diversity requires intentionality and honesty. Unless all, professor and students alike, feel safe talking about related issues, the attempt will result in a politically correct exercise in futility. This article focuses on how intentional pedagogical efforts can create a classroom environment conducive to therapeutic self-reflection and result in personal and professional transformation. Offerings include personal reflections, theoretical and pedagogical ideologies and practices, a classroom paradigm as exemplar, critical redefinitions, a survey of other pedagogical endeavors, a template for multicultural instruction, and recommendations.
Nixon
Debra Harris
DH
Nova Southeastern University, Fort Lauderdale, Florida, USA. nixond@nova.edu
Marcelle-Coney
Debra
D
Torres-Greggory
Maru
M
Huntley
Edith
E
Jacques
Carlyn
C
Pasquet
Maud
M
Ravachi
Regina
R
D003142:Communication; D003299:Cooperative Behavior; D018864:Cultural Diversity; D004493:Education / Q000458:organization & administration*; D004500:Education, Graduate; D005196:Family Therapy / Q000193:education*; D017408:Guidelines as Topic; D006801:Humans; D012932:Social Facilitation