Date Published: 4/22/2021
Author(s): Özlem Sensoy & Robin DiAngelo
Resource Link: https://democracyeducationjournal.org/home/vol22/iss2/1/
Summary: As described in their Abstract - 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 adequately responsive to power relations. Rather than creating a supportive space for dialogue, these guidelines can actually 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.
When facilitating a conversation on Social Justice, use the methods listed in the second half of the publication encourage the students to approach the work from a place of humility and critical thinking skills.