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Teaching about multicultural families and the xenophobia (e.g., racism, sexism, heterosexism) they experience can be volatile. We describe a transformative experience in an interdisciplinary course on families that we team taught. We deconstruct student reactions to the course content and grading and describe the pedagogy of possibility we created to encourage students' ability to embrace our social justice goal. We offer four pedagogical implications regarding interdisciplinary perspectives, collaborative teaching teams, reconstructing authority, and enacting social justice.
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Allen et al. (2001) studied this question.
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