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Social Justice 101 Presentation

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John McKnight

on 8 August 2016

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Transcript of Social Justice 101 Presentation

Social Justice 101
Presented by:
"Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral."
"Even if you never do anything about this, you've benefited from an unjust system. You're already the winner in a game that was rigged to your advantage from the start."
Personal stories stay here, but carry the conversations forward
Use "I" statements
Seek first to understand, then to be understood
Oops & Ouches
Activity
Multicultural Competence Defined

(
Awareness
,
Skills
,
Knowledge
)
Jonathan Kozol, Educator
Paulo Freire, Brazilian Educator & Theorist
Individual Identity
Personality
Physical Traits
Values
Beliefs
Life Experiences
Family Traditions
Preferences
Group Identity/Membership
Ability
Age
Ethnicity
Gender
Race
Religion
Sexual Orientation
Socioeconomic Status
Power is the notion that members of dominant groups are able to assert control (indirectly or directly) over subordinated groups.
Ex: Men have historically set female standards of beauty
Ex: Glass ceilings, unequal pay, etc.
Other examples?
Privilege is the idea that there are unearned benefits associated with being a member of a dominant group.
Ex: Winter holiday season
Ex: Color of band-aids, makeup, etc.
Other examples?
Power & Privilege
Social Justice Defined
"We believe that social justice is both a process and a goal. The goal of social justice is full and equal participation of all groups in a society that is mutually shaped to meet their needs. Social justice includes a vision of society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure. "

Adams, Bell & Griffin, 2007, p. 1
Diversity Defined
The Association of American Colleges and Universities (AAC&U) defines diversity as “individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations) that can be engaged in the service of learning” (AAC&U, 2009).
Thank You !
Individual Identity
vs.
Group Membership
What is White Privilege?
Video: "Diversity"
If you can reasonably assume that a general American history class will include the voices and experiences of your racial group...
If you can reasonably assume that someday you will be able to rent or purchase a home in an area in which you can afford and in which you would want to live...
If you know that no matter how far away your parking space is from where you’re going that you are physically able to handle the walk . . .
If you can walk down the street hand in hand with your partner without fear of being harassed or judged . . .
If people never have trouble pronouncing your name . . .
If you get time off of school or work for your religious holidays . . .
If you have never felt unsafe while walking alone at night...
If you have never been profiled as irresponsible because of your age . . .
Multicultural competence has largely focused on students gaining awareness, skills, and knowledge in working with people from underrepresented groups, and minority racial and ethnic populations in particular (Pope, Reynolds & Mueller, 2004). The emphasis has often been on learning about “the other” as opposed to self-learning and exploration.

Awareness
- Being aware of one’s internal biases, prejudices, and “isms” (e.g., racism, heterosexism, classism, sexism).

Skills
- Being able to successfully navigate relationships and communicate within a specific culture. Example – being able to talk within 6-12 inches of personal space vs. the 18-36 inches common in the U.S.

Knowledge
- Specific pieces of information about a culture or a group’s historical timeline. Example - giving the “thumbs up” suggests approval in the U.S., but is a curse word in some parts of the Middle East.
The Big 8
Gender
Race
Ethnicity
Sexual Orientation
Religion
Social Class
Ability
Age
Diversity
Multicultural Competence
Identity Development
"Wow, there are a lot of different types of people here... cool!"
"All this diversity is making me think a little deeper about who I am."
"Learning about myself has made me want to know a lot more about others."
"Developing multicultural competence has made me realize that I have some privileges in life... now what do I do?"
Social Justice Advocacy
"I understand that some groups of people are more privileged than others in our society, and I don't think that's quite right. I am finding ways to advocate on the behalf of the underprivileged."
The Path from Diversity to Social Justice
The Big 8 represent what is called "critical diversity" which is the “intersecting dimension of human differences that may serve as the basis for differential treatment of individuals, with the potential to diminish their access to opportunity, equality, social justice, and fulfillment of their dreams” (Ukpokodu, 2010, p. 28)
Ground Rules
References
Association of American Colleges and Universities (2009). Making excellence inclusive. Retrieved from January 2 from http://www.aacu.org/inclusive_excellence/index.cfm.

Adams, M., Bell, L. A., & Griffin, P. (Eds.) (2007). Teaching for diversity and social justice (2nd ed.). New York: Routledge.

Freire, P. (1985). The politics of education: culture, power and liberation. Westport, CT: Bergin & Garvey

Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Three Rivers.

Pope, R., Reynolds, A., & Mueller, J. (2004). Multicultural competence in student affairs. San Francisco: Jossey-Bass.

Ukpokodu, O.N. (2010). How a sustainable campus-wide diversity curriculum fosters academic success. Multicultural education, 17, no. 2 (Winter 2010): 27-36.
Questions
Full transcript