It is my experience of New Zealand counsellor education programmes that there is ongoing attention to curriculum content, programme aims, student assessment and programme evaluations however there appears less focus upon the pedagogical standpoints and practices that underpin our programmes and teaching practices. Commentating from the United States, Malott, Hall, Sheely-Moore, Krell, & Cardaciotto, (2014) make a similar claim suggesting that little is done to prepare doctoral students for teaching counselling when they exit the programmes and take up positions as faculty on counsellor education programmes and lament a dearth of research in best pedagogical practice. Similarly Negru (2010) writing on the pedagogy of economics education, describes the way in which the recent global financial crisis has forced a reconsideration in the way economics is taught. Negru critiques the “lack of pluralism in teaching economics” (p. 183) and makes a plea for greater debate around the ‘what and how’ of teaching from a pluralist outlook.
This paper explores this theme of pedagogy and pluralism and outlines the establishment of a co-operative research inquiry (Heron, & Reason, 2001) by the researcher with five colleagues teaching on a specifically bicultural undergraduate counselling degree programme in Aotearoa/New Zealand. The programme is underpinned by values, philosophies and theories of Māori (the indigenous people of New Zealand) and also draws on a range of theories from humanistic and postmodern positions. Aspects of a grounded theory are used in capturing the ‘pedagogical theories in use’ for the educators involved and the implications of the diverse philosophical, theoretical and pedagogical standpoints amongst the team, are explored. The implications for programme coherency and collaborative teaching are also highlighted. It is hoped this paper will offer ways to reflect on our pedagogical standpoints and consider how best to serve our programmes in contemporary times