Counselor Preparation Integrating Social Justice Into Counseling Theories Pedagogy: A Case Example Michael D. Bruhaker. Ana Puig. Ryati F. Reese. & Jessica Young As they explore counseling theories, students are encouraged to examine their own values, attitudes, and beliefs to find congruence with these theories. This traditional approach inadequately addresses the social injustices that may be perpetuated by selecting theories that further oppress clients and other marginalized communities. Prilleltensky ( 1997) introduced a social justice paradigm, emancipatory communitarianlsm, to address the limitations of existing theories on the basis of their un- derlying values. The authors discuss how incorporating emancipatory communitarianism and values discussions into cotinseling theories pedagogy can enhance critical thinking and self-exploration among developing students. Implications for counseling pedagogy, practices, and research are discussed. Following the emergence of counseling theories and strategies that are grounded in social Justice advocacy (Crethar, Torres Rivera, & Nash, 2008: Duran, Firehammer, & Gonzalez, 2008: Kiselica & Robinson, 2001), there has been a call for counselor educators to infuse their programs and course work with social Justice paradigms (Constantine, Hage, Kindaichi, & Bryant, 2007: Steele, 2008). Building on existing constructivist and multicultural pedagogy, a few strategies and mod- els have been devised to increase awareness of social and counseling induced injustices and to learn the knowledge and skills needed to invoke social change (Constantine et al., 2007: Green, McCollum, & Hays, 2008: Steele, 2008). These efforts, although promising, are often broad and do not specifically address how to implement social Justice pedagogy in counseling theories courses. If counselor educa- tors, while teaching theories courses, fail to include social Justice in their content and pedagogy, students may remain unaware of how their theory of choice can ultimately guide their counseling practices to perpetuate or alleviate oppression (Vera & Speight, 2003). In this article, we provide an example of such a course that tran- sitioned from using traditional modernist pedagogy to using a social Justice paradigm, specifically, emancipatory communitarianism (EC: Prilleltensky, 1997). In a way similar to the emergence of nontra- ditional theories in counselor education, the course evolved from a Michael D. Brubaker. School of Human Services. University oJCincinnati: Ana Puig and Jessica Young. Department of Counselor Education. University of Florida: Ryan F. Reese. Department of Counseling and Educational Development, University of North Carolina at Greensboro. Correspondence concerning this article should be addressed to Michael D. Brubaker. School of Human Services, University of Cincinnati, 502 Dyer Hall. PO Box 210068. Cincinnati. OH 45221 0068 (email: michael.brubaker@uc.edu). © 2010 by the American Counseling Association. All rights reserved. 88 Counselor Education & Supervision • December 2010 • Volume 50