Lost in the Maze
Published on Apr 28, 2018
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lost in the maze
Social Justice Learning & Teaching for White Educators
Untitled Slide
As educators, we often approach the crisis of racism from the limited scope of "stereotyping" -- if that was realistic characterization of the problem we could just have a BBQ with some team building exercises and solve the whole issue.
Racism is not the problem of a few evil people making life annoying for all the rest of us nice people.
This reductive approach serves to harmfully over-simplify the issue as an interpersonal problem from a few hateful people, and justify our complicity in institutional and cultural oppression.
While reductive, and much less critical and challenging view
Racism is not the problem of a few evil people making life annoying for all the rest of us nice people.
This reductive approach serves to harmfully over-simplify the issue as an interpersonal problem from a few hateful people, and justify our complicity in institutional and cultural oppression.
While reductive, and much less critical and challenging view
discussion
Is there a gap between espousing and enacting a social justice agenda among educators?
Photo by Joel Filipe
Beyond Good Intentions
Espousing v. Enacting a Social Justice Agenda
Baxter-Magolda, Contested issues in student affairs
"There are risks we take when we enact social justice. It is not safe work, it requires us to extend beyond inclusive words to bold actions that reveal our willingness to take risks on behalf of our commitments." p 385
"There are risks we take when we enact social justice. It is not safe work, it requires us to extend beyond inclusive words to bold actions that reveal our willingness to take risks on behalf of our commitments." p 385
chalk talk
What would our world look and feel like if we achieved our social justice agenda?
Photo by Joel Filipe
vision
socio-cultural context
Anti-Bias Teaching & Learning
Self-Reflexivity
Magolda 388 "Developing our own critical consciousness and self-reflexivity must precede seeking to develop the same in students. Do we understand he issues we are seeking to address? What world -view informs our perspectives? How may we be implicated in the conditions we seek to change? what fears do we have about doing social justice work? Have we done our own work of internal healing in relation to the social justice issues we seek to address? To become effective agents of soial hcange, we must begin withoutselves."
the maze
Metaphor
Dead end Thinking patterns
dialogue
Photo by Joel Filipe
Denial
"It's not my fault"
Fritz Scholder
"This is America, everyone is equal"
"This is America, everyone is equal"
minimization
"It's not that big of a deal"
Bucky Echo-Hawk
"Stop freaking out about it"
"Why are they always mad?"
"Stop freaking out about it"
"Why are they always mad?"
blame
"They should have known better"
Teri Greeves
redefinition
"There was violence on both sides"
it was unintentional
"They didn't mean to"
it's all over now
"Get over it"
It's only a few people
"One bad apple'
counterattack & competing victimization
"They're taking our jobs"
Untitled Slide
White fragility
Photo by whisperwolf
culturally relevant sustaining frameworks
social justice & accountability
Dismantling the Maze
its not enough to point to the few people who made it through as examples. We can't just practice producing better maps. Our work as educators is dismantling the maze.
