Abstract
Diversity and multicultural curricula are educational requirements in marriage and family therapy (MFT) and master of social work (MSW) programs, yet teaching this content to developing mental health professionals brings unique challenges. In recent years these challenges have intensified due to sociopolitical discourse and the assault of persistent injustices, the impact of which affects both educators and students. Using polyethnography, MFT and MSW educators worked within a dialogic and relational space to explore stories and make meaning of emerging challenges. Mirroring principles of collaborative and narrative therapies, the polyethnographic process revealed several factors, including critical self-reflection, reckoning, and communal coping as key elements to support and maintain critically conscious learning environments while educating future clinicians.
Published Version
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