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Creating Community: Offering a Liberation Pedagogical Model to Facilitate Diversity Conversations in MFT Graduate Classrooms
Author(s) -
Nixon Debra Harris,
MarcelleConey Debra,
TorresGreggory Maru,
Huntley Edith,
Jacques Carlyn,
Pasquet Maud,
Ravachi Regina
Publication year - 2010
Publication title -
journal of marital and family therapy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.868
H-Index - 68
eISSN - 1752-0606
pISSN - 0194-472X
DOI - 10.1111/j.1752-0606.2009.00180.x
Subject(s) - diversity (politics) , pedagogy , honesty , multiculturalism , psychology , reflection (computer programming) , ideology , reflective writing , sociology , multicultural education , social psychology , computer science , political science , politics , anthropology , law , programming language
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.