A Grounded Theory of Counselor Educators Integrating Social Justice Into Their Pedagogy

Abstract

The topic of social justice has received considerable attention in the counseling literature; however, little empirical research exists. This grounded theory study examined 4 counselor educators' process of integrating social justice constructs into their pedagogy. Data analysis revealed 4 primary experiences that emerged in the participants' descriptions of their integration of social justice into their pedagogy. Implications for counselor educators and future research are presented.