No abstract

Pedagogic approaches that draw on reflective practices and experiential activities are valued for their perceived ability to enhance multicultural understanding. The use of food‐based assignments is not uncommon in multicultural counseling courses; however, the authors contend that although these activities may be experiential in nature, they are often devoid of any meaningful in‐depth discussion about related contextual elements, such as power dynamics, economic systems, familial structures, cultural values, and religious meaning. This article describes a food‐based assignment used in a multicultural counseling course incorporating firsthand experience with members of various cultures. Anecdotal evidence, as well as suggestions for practice, is included.

stories have long been used in various cultures and settings to help make meaning and enhance awareness. the authors describe how reflection on and discussion of myths and fairy tales in supervision may help transcend cultural boundaries and increase multicultural understanding. las historias se han utilizado durante mucho tiempo en diversas culturas y escenarios para facilitar la comprensión de significado y aumentar el nivel de conciencia. los autores describen cómo la reflexión y la discusión de mitos y cuentos en la supervisión pueden ayudar a trascender barreras culturales y elevar el entendimiento multicultural. Stories have long assisted individuals and cultures in making meaning of experience. Recently, stories have also been used in supervision to facilitate supervisee growth (Anderson & Holmes, 2007;Crocket, 2004;London & Tarragona, 2007;Sax, 2006;Sommer & Cox, 2003;Ward & Sommer, 2006). The question of how stories from diverse cultures could be used in supervision to transcend cultural boundaries became the focus of an ongoing dialogue among members of the Supervision Research Interest Group at the University of Mississippi. This is a diverse group consisting of a female faculty member (first author) and three female (second, fourth, and sixth authors) and two male (third and fifth authors) doctoral students. Members represent various regions of the United States, South Korea, and Hong Kong. At the time of this writing, we found no literature that addressed the unique intersection of stories, supervision, and multicultural competency. In this article, we offer background information regarding the need for multicultural competency in supervision, the value of reflective practices in counselor education, the practice of narrative supervision, and the use of stories as meaning-making tools. Each of these areas contributes to our discussion of three stories from diverse cultures along with anecdotal evidence of how participants at an international conference responded to these stories. Suggestions for incorporating culturally diverse stories in counselor education curriculum are included.

No abstract