Multicultural and Feminist Literatures: Themes, Dimensions, and Variations.

Abstract

In this brief chapter, we summarize the parallel and divergent features of the multicultural and feminist theoretical positions discussed in chapters 2 through 5. It is our hope that this overview, along with the common principles, foundations, and converging themes discussed in chapter 1, will provide the foundation necessary for educators to articulate meaningful pedagogical models. Common to all the multicultural and feminist models discussed in previous chapters is the goal of reenvisioning pedagogy such that the voices of individuals who are marginalized in traditional education are centralized. However, the specific aims and the process by which this goal is achieved are likely to vary depending on one's theoretical entry point or standpoint. Our purpose in this brief chapter is to facilitate integration and synthesis by summarizing common dimensions as well as areas of overlap and difference among the feminist, multicultural education, and multicultural counselor training approaches.

(Re)considering novice supervisor development through a social justice lens: An experiential account.

“…The ISJ pedagogy model (Sinacore & Enns, 2005) is a frame work for teaching and training in professional psychology that centers on critical concepts such as development, collaboration, feminism, and multiculturalism (Bedi et al, 2011). In reviewing feminist and multicultural approaches to education, Sinacore and Enns suggested that these approaches focus on the following dimensions to varying degrees: individual empowerment and so cial change, knowledge and the knower, oppression and privilege, and reflexivity and self-awareness.…”

“…The goal of this dimension is to help students understand indi vidual and social structures in order to transform traditional sys tems that are considered oppressive (Sinacore & Enns, 2005). To facilitate this transformation, instructors must provide students with the tools necessary to achieve individual change, as well as encourage them to become involved in larger social change.…”

“…Within this dimension, the instructor aspires to assist students in exploring multiple and intersecting identities, oppressions, and privileges (Sinacore & Enns, 2005). Students and instructors ex amine the interplay of their dominating and nondominating iden tities for areas in which they have been marginalized and/or in which they hold certain privileges.…”

“…Here, self-directed reflection and awareness are said to play a critical role in the learning process (Sinacore & Enns, 2005). Accordingly, instructors assist students in reflecting on their own learning processes, including exploring the reasons they might be drawn to certain supervisory approaches over others.…”

“…This training infused the integrated social justice (ISJ) pedagogy model (Sinacore & Enns, 2005) into the supervision course. Novice supervisors' narratives were developed using a collaborative narrative framework (Arvay, 2003) and were analyzed following a cross-thematic analysis (Patsiopoulos & Bu chanan, 2011).…”