Teaching Multicultural Counseling with Mindfulness: a Contemplative Pedagogy Approach

Abstract

Training in multiculturalism and social justice is pivotal to the growth and development of future counselors. Nonetheless, counselor educators tasked with teaching courses on multiculturalism and social justice must contend with several challenges due to the emotionally charged nature of the course content. In recent years, contemplative pedagogy, which entails the use of mindfulness-based practices in higher education, has emerged as a potential tool for promoting emotional balance and multicultural competence in students. This article reviews the extant literature on contemplative pedagogy and provides suggestions for utilizing mindfulness to promote the development of multicultural counseling competence amongst counseling students.