Use of Photovoice in Processing Race-Based Topics in a Multicultural Counseling Course

Response to Signature Pedagogies: A Framework for Pedagogical Foundations in Counselor Education: Through a Multicultural and Social Justice Competencies Lens

“…Zeleke et al (2018) found that students' level of multicultural awareness, knowledge, and skill increased at the end of a multicultural counseling course that used a self-regulated learning pedagogy. The use of photovoice was found to be effective in facilitating student processing and increased self-reflection in a multicultural course (Paone et al, 2018). Smith et al (2017) found that through the use of photographic and written journal entries, students in a multicultural course were able to reflect more deeply and uncover their experiences with microaggressions.…”

Counselor Education and Supervision: 2018 Annual Review

“…Researchers found that not sharing journals led to faster creation of group cohesion (Oh et al, 2018), identified growth factors that varied over group stages and time (Kiweewa, Gilbride, Luke, & Clingerman, 2018), and reported student experiences in a group course grounded in relational‐cultural theory (Hall, Harper, & Korcuska, 2018). Additionally, the literature on multicultural courses included evidence that photovoice deepened learning and helped students express emotions (Paone, Malott, Pulliam, & Gao, 2018); use of popular films to teach multicultural counseling (Nittoli & Guiffrida, 2018); and use of self‐regulated learning to improve multicultural awareness, skill development, and competence (Zeleke, Karayigˇit, & Myers‐Brooks, 2018).…”

Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom

“…Finding ways to support all students and meet them where they are at is essential. Photovoice can be useful in this endeavor, particularly with respect to processing race-based topics in multicultural coursework [25]. This activity requires students to find or take a photo that represents their reactions to the course content and then write a brief reflection explaining the connection.…”

“…This activity requires students to find or take a photo that represents their reactions to the course content and then write a brief reflection explaining the connection. Paone et al [25] suggest that Photovoice tends to generate more reflection on emotional responses to course content given the focus on the visual stimulus (a photo) which tends to tap into different areas of the brain than typical academic exercises such as papers, quizzes, and exams.…”