Teaching to Transform: Multicultural Competence and Classroom Practice

2009.第16卷第1期(Vol. 16 No. 1).pp. 51–66

Teaching to Transform: Multicultural Competence and Classroom Practice


Dalia J. LLERA, Rakhshanda SALEEM, Eleanor ROFFMAN, & Priscilla DASS-BRAILSFORD


The Division of Counseling and Psychology at Lesley University, U.S., recognizes the importance of training culturally competent counselors. To this end, it engages in ongoing transformation of its curriculum on behalf of a classroom experience that understands the individual within a sociopolitical context. Our pedagogical approach emphasizes the importance of examining students’ identity and position in relation to others in the U.S. and the world. As a result, multicultural, feminist and liberation pedagogy and concerns for social justice have been integrated into the curriculum. Our pedagogical approach encourages awareness, understanding and the development of culturally relevant counseling skills. Safety in the classroom, critical thinking, theoretical exploration, and related activities are central to the development and implementation of our culturally sensitive methods. In teaching to transform, we ask counseling psychology educators and students to look beyond their boundaries and borders in order to develop a more global understanding of counseling philosophy and training.


美國萊斯利大學(Lesley University)輔導與心理學部正視培養具備多元文化素養輔導員的重要性。為此,該學部不斷改善其課程取向,使學生在課堂上能夠理解社會政治脈絡對個人的影響。教學進路引領學員從美國本土和國際視角探索個人身分和位置。同時,多元文化、女性主義和解放的教育,以及對社會公義的關注,都融入課程之內。教學上重視認知、理解和配合多元文化背景的輔導技巧。為了使學員建立多元文化的觸覺,課堂必須要是個安全的環境,促使學員進行批判思考和理論探索,並參與課內活動。在促進學生轉化方面,我們要求輔導心理老師和學生超越自己的界限和藩籬,以便能對輔導的哲學和訓練有更廣闊的視野和全面的理解。