Journal of Ethnic and Cultural Diversity in Social Work, 2017
The deleterious effects of microaggressions on members of marginalized groups are well documented... more The deleterious effects of microaggressions on members of marginalized groups are well documented. Less clear are the practice skills needed to intervene when microaggressions take place, particularly in ways that maintain strong relationships with students, colleagues and/or clients. Furthermore, too often discussions of responses to microaggressions are restricted to the position of bystander, ignoring the ways that human service providers may also perpetrate or be targets of injustice. Using vignettes from our practice experience, we provide guiding principles for constructive microaggression intervention from three key social locations: perpetrator, witness, and target.
In social justice education, it is common to establish guidelines for classroom discussions. We e... more In social justice education, it is common to establish guidelines for classroom discussions. We examine the limits of these guidelines in achieving the goals of social justice education, arguing that they are not responsive to power relations. Rather than creating a supportive space for dialogue, these guidelines actually can interfere with achieving social justice education goals. We also describe our efforts to engage alternative strategies for responding to power in the social justice classroom. Creating a democratic atmosphere in which everyone participates means both putting ourselves forward and including others. To do this we must understand the dynamics rooted in issues of power, and do things which counter them. (Adair & Howell, 2001) Imagine . . . You are teaching a required teacher education course on social justice in one of its many forms (e.g., cultural diversity and social justice, multicultural education, or diversity in education). Typical of the teacher education student demographic in the United States and Canada, the majority of your class of 30 is White women who grew up in liberal, middleclass suburban contexts. Only a small percentage of the class represents other identities along lines of race, class, gender, ability, etc. Knowing that the majority of students are new to discussions of social justice and seeking to create a supportive and democratic space that will encourage participation, you introduce a few standard discussion guidelines: • Speak for yourself instead of generalizing— use I statements. • Respect differences— everyone’s opinion matters. • Challenge ideas not people. • Stay open and engaged— be responsible for your own learning. You ask students if they would like to add any additional guidelines to the list, and they suggest the following: • Don’t judge. • Assume good intentions. • Don’t attack people who disagree with you. • Treat others as you would like to be treated. • Don’t take things personally. • Laugh with anyone, but laugh at no one. After some discussion and clarification (e.g. “treat others as you would like to be treated” is modified to “treat others as they would like to be treated,” and “don’t judge” is modified to “hold your judgments lightly”), everyone votes in agreement with the guidelines, and you post them on the wall or course website. In subsequent weeks, several dynamics familiar to social justice educators begin to manifest. Students in dominant group positions (e.g., male, White, cisgender, able bodied) repeatedly raise a range of objections to scholarly evidence that they have privilege by virtue of their social positions. Further, these students dominate the discussion and continue to use terms and phrases that you have repeatedly explained are problematic (e.g., colored people, Orientals, that’s retarded, and that’s ghetto). In response, other students are becoming triggered or withdrawn. From week to week, you notice that tensions increase in the classroom. And if you— as the instructor— represent a visibly minoritized group within academia (e.g., female, transgender, person of Color, person with a visible disability), you sense that dominant students are invalidating you in ways they would not invalidate other instructors, and you are struggling to maintain your legitimacy as you try to facilitate these difficult dynamics. Ozlem Sensoy is an associate professor in education at Simon Fraser University. Robin DiAngelo is an associate professor in education at Westfield State University. Together, they are the authors of Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education (Teachers College Press, 2012). Submit a response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol22/iss2/1
Interactions Ucla Journal of Education and Information Studies, Jun 14, 2006
... To minimize these obstructions as much as possible, the study was designed as a series of fac... more ... To minimize these obstructions as much as possible, the study was designed as a series of facilitated dialogues (Weiler, 1995). ... When Tiffany is told by a number of participants of color that Europeans and European Americans are seen as white, she responds with a personal ...
Understanding and Dismantling Privilege, Aug 4, 2014
As educators who teach antiracism education, we seek to interrupt relations of racial inequity by... more As educators who teach antiracism education, we seek to interrupt relations of racial inequity by enabling students to identify, name, and challenge the norms, patterns, traditions, structures, and institutions that hold racism and White supremacy in place. In this article, we share three strategies that we have developed out of our own practice as white educators who work in university and community settings, and which have been effective in our antiracism education efforts: The first we call Silence Breakers . This strategy addresses common fears that keep participants – and white participants in particular – on the sidelines in race discussions and in doing so prevent them from engagement; The second are analogies we have developed to help students conceptualize antiracism as a lens of inquiry rather than as something they have to agree or disagree with; And the third strategy are vignettes which are in essence stories that students can relate to but that are not as politically charged as explicit discussions of racism can be. Because they put the student in the protagonist position, these vignettes can unsettle expectations, reduce tensions, and evoke curiosity.
... Released from the album, I'm Not Dead. LaFace/Sony Music; 4. 2006. ... Volume 1: The dif... more ... Released from the album, I'm Not Dead. LaFace/Sony Music; 4. 2006. ... Volume 1: The difference between us written, produced, and directed by Christine Herbes-Sommers (56 min.). Volume 2: The story we tell, written, produced, and directed by Tracy Heather Strain (56 min.). ...
Antiracist education seeks to interrupt relations of racial inequality by educating people to ide... more Antiracist education seeks to interrupt relations of racial inequality by educating people to identify, name, and challenge the norms, patterns, traditions, structures, and institutions that keep racism and white supremacy in place. One norm and tradition of racism that antiracist practice seeks to interrupt is unilateral white leadership. This paper is based on an interactive workshop in which participants explore a training approach that both models and deepens antiracism work: facilitating in cross-racial teams. We offer a rationale for cross-racial facilitation and explore common challenges and how to work with them. These challenges include racial pitfalls for white facilitators and facilitators of color. Using an example from our work leading antiracist workshops, we illustrate many of the dynamics that a cross-racial team must navigate. We discuss the pre- and postwork that is necessary for successful cross-racial leading and offer tools and techniques for working together as a team and with a workshop group.
This presentation was recorded at the 2014 Race & Pedagogy National Conference held at the Un... more This presentation was recorded at the 2014 Race & Pedagogy National Conference held at the University of Puget Sound in Tacoma, Washington in the fall of 2014. PANELISTS: Heather Bruce, Professor, University of Montana Robin DiAngelo, Associate Professor, Westfield State University Gyda Swaney (Salish), Associate Professor, University of Montana Amie Thurber, MSW, Doctoral Candidate, Vanderbilt University How can educators working on predominantly white campuses transform white students’ resistance to the critical examination of racial dominance? Five scholar-activists from diverse social locations and academic disciplines shared the pedagogical approaches they use to operationalize ten core-tenets of anti-racist education. These tenants included the definition of racism as an institutionalized multi-layered, multi-leveled system that distributes unequal power and resources between white people and people of color (as socially identified), and disproportionately benefits whites. The panelists recognized that the racial status quo is comfortable for most whites (and therefore, anything that maintains white comfort is suspect). Further, they understood that resistance is a predicable reaction to antiracist education which must be explicitly and strategically addressed. Their objective was to both reinforce key best practices while affirming the wide range of ways these are accomplished given educators’ distinct positionality and intersections of identity and institutional status. Drawing on experience within K-12, higher education and community settings, this session provides a call to action for educators to critically engage white students’ resistance. This session was closed by inviting participants’ discussion of other possibilities for transforming resistance in the classroom
Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultu... more Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) PDF, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) PDF Download, Download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) PDF, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Download PDF, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) by Ozlem Sensoy, Robin DiAngelo Download, Free Download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Ebooks Ozlem Sensoy, Robin DiAngelo, PDF Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Popular Download, Read Online Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) E-Books, Read Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Full Collection Ozlem Sensoy, Robin DiAngelo, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Full Collection, Read Best Book Online Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), Free Download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Full Popular Ozlem Sensoy, Robin DiAngelo, I Was So Mad Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Ozlem Sensoy, Robin DiAngelo Ebook Download, Free Download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Full Version Ozlem Sensoy, Robin DiAngelo, PDF Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Free Download, Read Online Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Ebook Popular, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Free Read Online, PDF Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Full Collection, full book Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), free online Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), online free Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), online pdf Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), pdf download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), Download Free Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Book, Download Online Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Book, Download PDF Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), Download PDF Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Free Online, pdf free download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), read online free Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Ozlem Sensoy, Robin DiAngelo pdf, by Ozlem Sensoy, Robin DiAngelo Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), book pdf Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), by Ozlem Sensoy, Robin DiAngelo pdf Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), Ozlem Sensoy, Robin DiAngelo epub Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), pdf Ozlem Sensoy, Robin DiAngelo Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), the book Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), Ozlem Sensoy, Robin DiAngelo ebook Is Everyone Really Equal?…
The times require us to have the courage to be dangerous, at the same time recognizing that there... more The times require us to have the courage to be dangerous, at the same time recognizing that there are differential dangers. Not all teachers are at equal risk; much depends on how you are positioned, on your identity(ies), on your particular situation. --Wendy Kohli, 2000 If, when considering social justice, you: * Believe equity is important, but don't know why everything has to be about diversity; * Don't see why we insist our area of study needs to be addressed by everyone while yours is left to you; * Believe that anyone who is "open-minded" can teach courses in social justice; * Can't understand why we sometimes seem so angry in faculty meetings ... ... then this letter is to you. We want to clearly articulate the foundations of our work to our faculty colleagues, make a case for why you need to understand what we do, and suggest ways you can support social justice and faculty, staff, and students who are members of historically marginalized groups--persons of color, women, gays, persons with disabilities, and so on. Nancy Gallavan writes that teaching about social inequality presents "challenges and conflicts for those instructors unlike the challenges and conflicts encountered when teaching most other courses in higher education" (2000, p. 5, italics in original). One aspect of these challenges and conflicts is student resistance to topics they do not fully understand. A more awkward challenge, however, is the resistance of colleagues, resistance that often comes before a demonstration of basic social justice literacy. While universities, like all other social institutions, reflect the historical and existing unequal distribution of resources and power, there are added "dangers" within the university: the "stay below the radar" advice often given to pre-tenure faculty, the challenge to maintain collegial relations with colleagues (while doing unpopular work that is often perceived as an annoyance at best, and threatening at worst), and navigating the politics for faculty who belong to marginalized groups (along one or more axes of race, class, and gender) who often make up the core of scholars teaching about social inequities. We offer the following vignettes to capture common challenges we face as professors who explicitly teach social justice-oriented education courses (in their variety of forms--critical multicultural education, anti-oppression, cultural diversity, anti-racism). Through professional academic discussions with one another, as well as countless spontaneous conversations in campus hallways, parking lots, and restrooms, there are consistent patterns in our experiences that will help us explain the dynamics of marginalization. SO HOW AND WHAT MIGHT YOU DO? In social justice studies, the term "ally" refers to a member of the dominant group who works to end oppression in all aspects of social life by consistently seeking to support and advocate for the group who is oppressed in relation to them. For example, men who speak out on behalf of women, white people who challenge white privilege and colonial policies with indigenous people, heterosexuals who break silence and lobby on behalf of gay, lesbian, bisexual, and transgendered people. In general, being an ally means: * Validating and supporting people who are socially or institutionally positioned below yourself, regardless of whether you understand or agree with where they are coming from; * Engaging in continual self-reflection to uncover your socialized blind spots where you have privilege; * Advocating when the oppressed group is absent by challenging misconceptions; and * Sharing power, taking risks to build relationships with target group members, taking responsibility for your mistakes, having humility and willingness to admit to "not knowing," letting go of control, and earning trust through action. …
As educators who teach courses that examine social power, we often struggle with a specific form ... more As educators who teach courses that examine social power, we often struggle with a specific form of resistance in the equity-oriented classroom: “That's just [the author]'s opinion.” This “opinion discourse” emerges when students study scholarship that unsettles dominant knowledge claims and methods or when students are themselves asked to situate their knowledge. The opinion discourse could easily be read as simply an example of the lack of critical thinking skills among students. However, we believe that opinion discourse is more than a facile response to new ideas. We want to take opinion discourse seriously. We argue that opinion functions as a discursive project of resistance in the context of the equity-oriented classroom by solidifying inequitable power relations between the knower and that which is known. Our goals are twofold: to explicate how the opinion discourse functions as a specific legitimization of existing power relations and to unsettle the discursive authority that opinion offers.
... Released from the album, I'm Not Dead. LaFace/Sony Music; 4. 2006. ... Volume 1: The dif... more ... Released from the album, I'm Not Dead. LaFace/Sony Music; 4. 2006. ... Volume 1: The difference between us written, produced, and directed by Christine Herbes-Sommers (56 min.). Volume 2: The story we tell, written, produced, and directed by Tracy Heather Strain (56 min.). ...
Journal of Ethnic and Cultural Diversity in Social Work, 2017
The deleterious effects of microaggressions on members of marginalized groups are well documented... more The deleterious effects of microaggressions on members of marginalized groups are well documented. Less clear are the practice skills needed to intervene when microaggressions take place, particularly in ways that maintain strong relationships with students, colleagues and/or clients. Furthermore, too often discussions of responses to microaggressions are restricted to the position of bystander, ignoring the ways that human service providers may also perpetrate or be targets of injustice. Using vignettes from our practice experience, we provide guiding principles for constructive microaggression intervention from three key social locations: perpetrator, witness, and target.
In social justice education, it is common to establish guidelines for classroom discussions. We e... more In social justice education, it is common to establish guidelines for classroom discussions. We examine the limits of these guidelines in achieving the goals of social justice education, arguing that they are not responsive to power relations. Rather than creating a supportive space for dialogue, these guidelines actually can interfere with achieving social justice education goals. We also describe our efforts to engage alternative strategies for responding to power in the social justice classroom. Creating a democratic atmosphere in which everyone participates means both putting ourselves forward and including others. To do this we must understand the dynamics rooted in issues of power, and do things which counter them. (Adair & Howell, 2001) Imagine . . . You are teaching a required teacher education course on social justice in one of its many forms (e.g., cultural diversity and social justice, multicultural education, or diversity in education). Typical of the teacher education student demographic in the United States and Canada, the majority of your class of 30 is White women who grew up in liberal, middleclass suburban contexts. Only a small percentage of the class represents other identities along lines of race, class, gender, ability, etc. Knowing that the majority of students are new to discussions of social justice and seeking to create a supportive and democratic space that will encourage participation, you introduce a few standard discussion guidelines: • Speak for yourself instead of generalizing— use I statements. • Respect differences— everyone’s opinion matters. • Challenge ideas not people. • Stay open and engaged— be responsible for your own learning. You ask students if they would like to add any additional guidelines to the list, and they suggest the following: • Don’t judge. • Assume good intentions. • Don’t attack people who disagree with you. • Treat others as you would like to be treated. • Don’t take things personally. • Laugh with anyone, but laugh at no one. After some discussion and clarification (e.g. “treat others as you would like to be treated” is modified to “treat others as they would like to be treated,” and “don’t judge” is modified to “hold your judgments lightly”), everyone votes in agreement with the guidelines, and you post them on the wall or course website. In subsequent weeks, several dynamics familiar to social justice educators begin to manifest. Students in dominant group positions (e.g., male, White, cisgender, able bodied) repeatedly raise a range of objections to scholarly evidence that they have privilege by virtue of their social positions. Further, these students dominate the discussion and continue to use terms and phrases that you have repeatedly explained are problematic (e.g., colored people, Orientals, that’s retarded, and that’s ghetto). In response, other students are becoming triggered or withdrawn. From week to week, you notice that tensions increase in the classroom. And if you— as the instructor— represent a visibly minoritized group within academia (e.g., female, transgender, person of Color, person with a visible disability), you sense that dominant students are invalidating you in ways they would not invalidate other instructors, and you are struggling to maintain your legitimacy as you try to facilitate these difficult dynamics. Ozlem Sensoy is an associate professor in education at Simon Fraser University. Robin DiAngelo is an associate professor in education at Westfield State University. Together, they are the authors of Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education (Teachers College Press, 2012). Submit a response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol22/iss2/1
Interactions Ucla Journal of Education and Information Studies, Jun 14, 2006
... To minimize these obstructions as much as possible, the study was designed as a series of fac... more ... To minimize these obstructions as much as possible, the study was designed as a series of facilitated dialogues (Weiler, 1995). ... When Tiffany is told by a number of participants of color that Europeans and European Americans are seen as white, she responds with a personal ...
Understanding and Dismantling Privilege, Aug 4, 2014
As educators who teach antiracism education, we seek to interrupt relations of racial inequity by... more As educators who teach antiracism education, we seek to interrupt relations of racial inequity by enabling students to identify, name, and challenge the norms, patterns, traditions, structures, and institutions that hold racism and White supremacy in place. In this article, we share three strategies that we have developed out of our own practice as white educators who work in university and community settings, and which have been effective in our antiracism education efforts: The first we call Silence Breakers . This strategy addresses common fears that keep participants – and white participants in particular – on the sidelines in race discussions and in doing so prevent them from engagement; The second are analogies we have developed to help students conceptualize antiracism as a lens of inquiry rather than as something they have to agree or disagree with; And the third strategy are vignettes which are in essence stories that students can relate to but that are not as politically charged as explicit discussions of racism can be. Because they put the student in the protagonist position, these vignettes can unsettle expectations, reduce tensions, and evoke curiosity.
... Released from the album, I'm Not Dead. LaFace/Sony Music; 4. 2006. ... Volume 1: The dif... more ... Released from the album, I'm Not Dead. LaFace/Sony Music; 4. 2006. ... Volume 1: The difference between us written, produced, and directed by Christine Herbes-Sommers (56 min.). Volume 2: The story we tell, written, produced, and directed by Tracy Heather Strain (56 min.). ...
Antiracist education seeks to interrupt relations of racial inequality by educating people to ide... more Antiracist education seeks to interrupt relations of racial inequality by educating people to identify, name, and challenge the norms, patterns, traditions, structures, and institutions that keep racism and white supremacy in place. One norm and tradition of racism that antiracist practice seeks to interrupt is unilateral white leadership. This paper is based on an interactive workshop in which participants explore a training approach that both models and deepens antiracism work: facilitating in cross-racial teams. We offer a rationale for cross-racial facilitation and explore common challenges and how to work with them. These challenges include racial pitfalls for white facilitators and facilitators of color. Using an example from our work leading antiracist workshops, we illustrate many of the dynamics that a cross-racial team must navigate. We discuss the pre- and postwork that is necessary for successful cross-racial leading and offer tools and techniques for working together as a team and with a workshop group.
This presentation was recorded at the 2014 Race & Pedagogy National Conference held at the Un... more This presentation was recorded at the 2014 Race & Pedagogy National Conference held at the University of Puget Sound in Tacoma, Washington in the fall of 2014. PANELISTS: Heather Bruce, Professor, University of Montana Robin DiAngelo, Associate Professor, Westfield State University Gyda Swaney (Salish), Associate Professor, University of Montana Amie Thurber, MSW, Doctoral Candidate, Vanderbilt University How can educators working on predominantly white campuses transform white students’ resistance to the critical examination of racial dominance? Five scholar-activists from diverse social locations and academic disciplines shared the pedagogical approaches they use to operationalize ten core-tenets of anti-racist education. These tenants included the definition of racism as an institutionalized multi-layered, multi-leveled system that distributes unequal power and resources between white people and people of color (as socially identified), and disproportionately benefits whites. The panelists recognized that the racial status quo is comfortable for most whites (and therefore, anything that maintains white comfort is suspect). Further, they understood that resistance is a predicable reaction to antiracist education which must be explicitly and strategically addressed. Their objective was to both reinforce key best practices while affirming the wide range of ways these are accomplished given educators’ distinct positionality and intersections of identity and institutional status. Drawing on experience within K-12, higher education and community settings, this session provides a call to action for educators to critically engage white students’ resistance. This session was closed by inviting participants’ discussion of other possibilities for transforming resistance in the classroom
Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultu... more Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) PDF, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) PDF Download, Download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) PDF, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Download PDF, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) by Ozlem Sensoy, Robin DiAngelo Download, Free Download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Ebooks Ozlem Sensoy, Robin DiAngelo, PDF Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Popular Download, Read Online Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) E-Books, Read Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Full Collection Ozlem Sensoy, Robin DiAngelo, Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Full Collection, Read Best Book Online Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), Free Download Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education) Full Popular Ozlem Sensoy, Robin DiAngelo, I Was So Mad Is Everyone Really Equal? 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An Introduction To Key Concepts In Social Justice Education (Multicultural Education), pdf Ozlem Sensoy, Robin DiAngelo Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), the book Is Everyone Really Equal? An Introduction To Key Concepts In Social Justice Education (Multicultural Education), Ozlem Sensoy, Robin DiAngelo ebook Is Everyone Really Equal?…
The times require us to have the courage to be dangerous, at the same time recognizing that there... more The times require us to have the courage to be dangerous, at the same time recognizing that there are differential dangers. Not all teachers are at equal risk; much depends on how you are positioned, on your identity(ies), on your particular situation. --Wendy Kohli, 2000 If, when considering social justice, you: * Believe equity is important, but don't know why everything has to be about diversity; * Don't see why we insist our area of study needs to be addressed by everyone while yours is left to you; * Believe that anyone who is "open-minded" can teach courses in social justice; * Can't understand why we sometimes seem so angry in faculty meetings ... ... then this letter is to you. We want to clearly articulate the foundations of our work to our faculty colleagues, make a case for why you need to understand what we do, and suggest ways you can support social justice and faculty, staff, and students who are members of historically marginalized groups--persons of color, women, gays, persons with disabilities, and so on. Nancy Gallavan writes that teaching about social inequality presents "challenges and conflicts for those instructors unlike the challenges and conflicts encountered when teaching most other courses in higher education" (2000, p. 5, italics in original). One aspect of these challenges and conflicts is student resistance to topics they do not fully understand. A more awkward challenge, however, is the resistance of colleagues, resistance that often comes before a demonstration of basic social justice literacy. While universities, like all other social institutions, reflect the historical and existing unequal distribution of resources and power, there are added "dangers" within the university: the "stay below the radar" advice often given to pre-tenure faculty, the challenge to maintain collegial relations with colleagues (while doing unpopular work that is often perceived as an annoyance at best, and threatening at worst), and navigating the politics for faculty who belong to marginalized groups (along one or more axes of race, class, and gender) who often make up the core of scholars teaching about social inequities. We offer the following vignettes to capture common challenges we face as professors who explicitly teach social justice-oriented education courses (in their variety of forms--critical multicultural education, anti-oppression, cultural diversity, anti-racism). Through professional academic discussions with one another, as well as countless spontaneous conversations in campus hallways, parking lots, and restrooms, there are consistent patterns in our experiences that will help us explain the dynamics of marginalization. SO HOW AND WHAT MIGHT YOU DO? In social justice studies, the term "ally" refers to a member of the dominant group who works to end oppression in all aspects of social life by consistently seeking to support and advocate for the group who is oppressed in relation to them. For example, men who speak out on behalf of women, white people who challenge white privilege and colonial policies with indigenous people, heterosexuals who break silence and lobby on behalf of gay, lesbian, bisexual, and transgendered people. In general, being an ally means: * Validating and supporting people who are socially or institutionally positioned below yourself, regardless of whether you understand or agree with where they are coming from; * Engaging in continual self-reflection to uncover your socialized blind spots where you have privilege; * Advocating when the oppressed group is absent by challenging misconceptions; and * Sharing power, taking risks to build relationships with target group members, taking responsibility for your mistakes, having humility and willingness to admit to "not knowing," letting go of control, and earning trust through action. …
As educators who teach courses that examine social power, we often struggle with a specific form ... more As educators who teach courses that examine social power, we often struggle with a specific form of resistance in the equity-oriented classroom: “That's just [the author]'s opinion.” This “opinion discourse” emerges when students study scholarship that unsettles dominant knowledge claims and methods or when students are themselves asked to situate their knowledge. The opinion discourse could easily be read as simply an example of the lack of critical thinking skills among students. However, we believe that opinion discourse is more than a facile response to new ideas. We want to take opinion discourse seriously. We argue that opinion functions as a discursive project of resistance in the context of the equity-oriented classroom by solidifying inequitable power relations between the knower and that which is known. Our goals are twofold: to explicate how the opinion discourse functions as a specific legitimization of existing power relations and to unsettle the discursive authority that opinion offers.
... Released from the album, I'm Not Dead. LaFace/Sony Music; 4. 2006. ... Volume 1: The dif... more ... Released from the album, I'm Not Dead. LaFace/Sony Music; 4. 2006. ... Volume 1: The difference between us written, produced, and directed by Christine Herbes-Sommers (56 min.). Volume 2: The story we tell, written, produced, and directed by Tracy Heather Strain (56 min.). ...
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