This work covers the scope of oppressions in America. It contains a mix of short personal and theoretical essays and should be designed as an introduction to the topics at hand. The selections include writings from Cornel West, Michael Omi, Audre Lorde, Gloria Anzaldua and Michelle Fine.
readings for diversity and social justice
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From the Publisher: Teaching for Diversity and Social Justice is a much needed resource that addresses the need to facilitate communication and understanding between members of diverse social groups. It provides a unified framework by which students can engage and critically analyze several forms of social oppression, including racism, sexism, classism, antisemitism, heterosexism, and ableism. This sourcebook uses an integrated approach to oppression and social justice to bring together theory and practice through extended illustrative samples of classroom and workshop activities.
"Using a three-tiered format, the book presents the What of social justice education by addressing primary and secondary terminology and definitions, and an overarching conceptual framework within this field of inquiry. The So What of social justice education highlights the reasons why this field of inquiry is important to study and promote, and why one should care to reduce social inequities and transform our world into a more socially just environment. And the Now What of social justice education provides some "best (theoretical) practices" that can be taped and developed by individuals, institutions, and larger societies to work toward short- and long-term solutions in the attainment of a more equitable and less oppressive environment. Each tier introduces influential researchers, theorists, and practitioners who have significantly advanced our understanding of issues connected to social justice education pedagogy and practice. As the scope of Social Justice Education is wide and diverse, so too is the potential audience for this book. Though it can function as a primary academic and training source for educators - K-12 through university graduate professors, administrators, school psychologists - and high school, and college graduate and undergraduate students (education, social justice education, multicultural education, educational psychology, civil rights history, law, journalism) it can also serve as a reference for academic researchers in several disciplines as well as journalists"--
An interdisciplinary anthology exploring issues related to diversity, multiculturalism, and social justice. When students are introduced to the study of diversity and social justice, it is usually from sociological and psychological perspectives. The scholars and activists featured in this anthology reject this approach as too limiting, insisting that we adopt a view that is both transdisciplinary and multiperspectival. Their essays focus on the components of diversity, social justice, and inclusive excellence, not just within the United States but in other parts of the world. They examine diversity in the contexts of culture, race, class, gender, learned ability and dis/ability, religion, sexual orientation, and citizenship, and explore how these concepts and identities interrelate. The result is a book that will provide readers with a better theoretical understanding of diversity studies and will enable them to see and think critically about oppression and how systems of oppression may be challenged.
This guidebook aims to stimulate student affairs professionals and higher education faculty alike to adopt new approaches when discussing sensitive or controversial topics with their students. It provides teachers and professionals with a critical social understanding of social justice, social agency, reflection, and actionable knowledge to develop new and effective skills, practice them in safe spaces, and apply them in the field. It offers tools that are equally applicable in a classroom or cocurricular setting. The exceptional teachers, scholars, and professionals contributing to this volume provide a diverse and alternative lens through which to examine the intersection of social justice education and professional practice. The text is organized in three overarching themes: Part One, “Existing Theories, Examining Claims, and Proposing New Understandings”; Part Two, “Concrete Tools and Safe Spaces for Practicing Difficult Dialogues in Professional Practice”; and Part Three, “Professional Development, Action Research, and Social Agency.” In Part Four, “Moving Forward,” the book concludes with a chapter on implications for daily life and practice. The action-oriented research model provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. The emphasis is on moving colleges and universities to widen their moral and ethical lenses, beyond understanding diversity, to developing multicultural competence and enriching their campus communities. Written for faculty in higher education and student affairs professionals, along with master’s and doctoral students in these fields, this book provides a framework that is grounded in research and sound pedagogies and theories.
Tools and strategies to foster transformative change for social justice Many believe that social justice education is simply the new politically correct term for diversity-focused intervention or multiculturalism. The true definition, however, is more complex, nuanced, and important to understand. Higher education today needs clarity on both the concept of social justice and effective tools to successfully translate theory into practice. In Advancing Social Justice: Tools, Pedagogies, and Strategies to Transform Your Campus, Tracy Davis and Laura M. Harrison offer educators a clear understanding of what social justice is, along with effective practices to help higher education institutions embrace a broad social justice approach in all aspects of their work with students, both inside and outside of the classroom. Theoretical, philosophical, and practical, the book challenges readers to take a step back from where they are, do an honest and unvarnished assessment of how they currently practice social justice, rethink how they approach their work, and re-engage based on a more informed and rigorous conceptual framework. The authors begin by clarifying the definition of social justice as an approach that examines and acknowledges the impact of institutional and historical systems of power and privilege on individual identity and relationships. Exploring identity devel-opment using the critical lenses of history and context, they concentrate on ways that oppression and privilege are manifest in the lived experiences of students. They also highlight important concepts to consider in designing and implementing effective social justice interventions and provide examples of effective social justice education. Finally, the book provides teachers and practitioners with tools and strategies to infuse a social justice approach into their work with students and within their institutions.
Embrace Leadership to Combat All Forms of Prejudice Is there a “nigger” in you? If you have attempted to avoid and/or escape oppression, been made to feel as if you are a problem, been treated as “lesser than” or even like a criminal, all just because you are different in a given context, then what Dr. J. W. Wiley asserts through the title of this book inescapably applies to you. Through any of our multiple identities—stereotyped, marginalized, or ostracized by our socio-economic class, level of education, gender, disability, age, race, sexual orientation, or religion—we are all potential victims as well as perpetrators of denigrating language and discrimination. Dr. Wiley borrows the agency of nigger, arguably the quintessential, most universally known term of disparagement of those negatively considered the Other, to re-frame the word as no longer just a racial term but one that symbolizes many of the ways we disrespect or bully one another, are inconsiderate of one another, prejudge one another, and internalize our demonization. He defines the word in a way that demonstrates its equivalence to other dysfunctional language (retard, bitch, fag, trailer trash, etc.) that suggests that those so targeted are unworthy of consideration in our society. By creating a conversation around such language, Dr. Wiley challenges us to recognize that, when we give in to our prejudices and stereotypes, the “nigger in you” is what we are apt to see when we encounter those different from ourselves. The author, who is Director of the Center for Diversity, Pluralism, and Inclusion for the State University of New York–Plattsburg, a Lecturer in Philosophy and Interdisciplinary Studies, and president of his own consulting business, engages diversity in a uniquely inclusive way and as inseparable from social justice. By dissecting the offensive language we often use, consciously or unconsciously, Dr. Wiley provokes us to recognize that, since every one of us has multiple identities beyond just the color of our skin, it is virtually impossible for most of us not to have felt the sting of oppression, or the power of privilege that some of those same multiple identities may confer on us. Consequently, it is morally incumbent on us to contest and ultimately transcend oppression wherever we encounter it, to respect the humanity of those different from us, and become allies in the war to protect and advance people’s right to be different. Through personal stories, scholarship, poetry, commentary on current affairs, lyrics, and his experiences as a Black man both rooted in African American culture and the culture of the academy who daily has to navigate and negotiate multiple worlds, Dr. Wiley leads us on a journey toward social justice. In doing so, he empowers us—in whatever sphere, private or public, in which we have some agency—to embrace our leadership moments by engaging those who would perpetrate dysfunctional language or behavior, and help create a world in which differences are respected and validated.
This book addresses the combination of pedagogical, curricular, and institutional commitments necessary to create and sustain diversity on campus. Its premise is that the socially just classroom flourishes in the context of a socially just institution, and it invites faculty and administrators to create such classrooms and institutions. This book grew out of a project – involving deans and directors of teaching centers and diversity offices from six institutions – to instigate discussions among teachers and administrators about implementing socially just practices in their classrooms, departments, and offices. The purpose was to explore how best to foster such conversations across departments and functions within an institution, as well as between institutions. This book presents the theoretical framework used, and many of the successful projects to which it gave rise. Recognizing that many faculty have little preparation for teaching students whose backgrounds, culture, and educational socialization differ from theirs, the opening foundational section asks teachers to attend closely to their and their students’ relative power and positionality in the classroom, and to the impact of the materials, resources and pedagogical approaches employed. Further chapters offer analytical tools to promote inquiry and change. The concluding sections of the book demonstrate how intra- and inter-institutional collaborations inspired teachers to rise to the challenge of their campuses’ commitments to diversity. Among the examples presented is an initiative involving the faculty development coordinator, and faculty from a wide range of domains at DePauw University, who built upon an existing ethics initiative to embed social justice across the curriculum. In another, professors of mathematics from three institutions describe how they collaborated to create socially just classrooms that both serve mathematical learning, and support service learning or community-based learning activities. The final essay by a student from the Maldives, describing how she navigated the chasm between life in an American college and her family circumstances, will reinforce the reader’s commitment to establishing social justice in the academy. This book provides individual faculty, faculty developers and diversity officers with the concepts, reflective tools, and collaborative models, as well as a wealth of examples, to confidently embark on the path to transforming educational practice.
Intergroup dialogue promotes student engagement across cultural andsocial divides on college campuses through a face-to-face,interactive, and facilitated learning experience that bringstogether twelve to eighteen students from two or more socialidentity groups over a sustained period of time. Students inintergroup dialogue explore commonalities and differences; examinethe nature and impact of discrimination, power, and privilege; andfind ways of working together toward greater inclusion, equality,and social justice. Intergroup dialogue is offered as a cocurricular activity onsome campuses and as a course or part of a course on others. Thepractice of intergroup dialogue is considered a substantive andmeaningful avenue for preparing college graduates with theknowledge, commitment, and skills essential for living and workingin a diverse yet socially stratified society. The research evidencesupports the promise of intergroup dialogues to meet itseducational goals?consciousness raising, building relationshipsacross differences and conflicts, and strengthening individual andcollective capacities to promote social justice. This volume outlines the theory, practice, and research onintergroup dialogue. It also offers educational resources tosupport the practice of intergroup dialogue. Addressing faculty,administrators, student affairs personnel, students, andpractitioners, this volume is a useful resource for anyoneimplementing intergroup dialogues in higher education. This is the 4th issue of the 32nd volume of the Jossey-Bassreport series ASHE Higher Education Report Series.Each monograph in the series is the definitive analysis of a toughhigher education problem, based on thorough research of pertinentliterature and institutional experiences. Topics are identified bya national survey. Noted practitioners and scholars are thencommissioned to write the reports, with experts providing criticalreviews of each manuscript before publication.
In a world where genocide, hunger, poverty, war, and disease persist and where richer nations often fail to act to address these problems or act too late, a prerequisite to achieving even modest social justice goals is to clarify the meaning of competing discourses on the concept. Throughout history, calls for social justice have been used to rationalize the status quo, promote modest reforms, and justify revolutionary, even violent action. Ironically, as the prominence of the concept has risen, the meaning of social justice has become increasingly obscured. This authoritative volume explores different perspectives on social justice and what its attainment would involve. It addresses key issues, such as resolving fundamental questions about human nature and social relationships; the distribution of resources, power, status, rights, access, and opportunities; and the means by which decisions regarding this distribution are made. Illustrating the complexity of the topic, it presents a range of international, historical, and theoretical perspectives, and discusses the dilemmas inherent in implementing social justice concepts in policy and practice. Covering more than abstract definitions of social justice, it also includes multiple examples of how social justice might be achieved at the interpersonal, organizational, community, and societal levels. With contributions from leading scholars around the globe, Reisch has put together a magisterial and multi-faceted overview of social justice. It is an essential reference work for all scholars with an interest in social justice from a wide range of disciplines, including social work, public policy, public health, law, criminology, sociology, and education.