This article describes how an Integrated Social Justice Pedagogy was applied in a graduate-level multicultural psychology course. As such, it provides an overview of the model and how it is utilized in the didactic, experiential, and reflexive components of the course.
AbreuJ. M.Gim ChungR. H.AtkinsonD. R. (2000). Multicultural counseling training: Past, present, and future directions. The Counseling Psychologist, 28(5):641–656.
2.
CarterR. T. (2001). Back to the future in cultural competence training. The Counseling Psychologist, 29(6):787–789.
3.
EnnsC. Z.SinacoreA. L. (Eds.). (2005). Teaching and social justice: Integrating multicultural and feminist theories in the classroom. Washington, DC: American Psychological Association.
4.
SammonsC. C.SpeightS. L. (2008). A qualitative investigation of changes in graduate students associated with multicultural counseling courses. The Counseling Psychologist, 36(6):814–838.
5.
SinacoreA. L.EnnsC. Z. (2005). Multicultural and feminist literatures: Themes, dimensions, and variations. In EnnsC. Z.SinacoreA. L. (Eds.), Teaching and social justice: Integrating multicultural and feminist theories in the classroom (pp. 99–107). Washington, DC: American Psychological Association.
6.
SueD. W.SueD. (2008). Counseling the culturally different: Theory and practice (5th ed.).
New York: Wiley.
