Facilitating Social Justice Education Courses

Griffin, Pat; Ouellett, Mathew L.

doi:10.4324/9780203940822-13

Cited by 12 publications

(7 citation statements)

References 0 publications

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“…Some will claim that the instructors (or their sources) are biased and subjective (Griffin & Ouellett, 2007; Sensoy & DiAngelo, 2017). Other students will use the encouragement to share personal experiences as evidence that all opinions are equally valid (Griffin & Ouellett, 2007). Thus, the beliefs underlying denial may be as follows: (a) belief in a just world (i.e., inequality does not exist), (b) certain individuals use their bias to lie about the facts, and/or (c) everyone’s point of view is as good as anyone else’s.…”

Section: Resistance To Learning About Identities Diversity and Equitymentioning

confidence: 99%

“…Though these excuses have positive intent, they allow allies to refrain from educating themselves about the target group well enough to speak. The ultimate withdrawal is to become silent without any counterargument at all (Goodman, 2011; Griffin & Ouellett, 2007; Ladson–Billings, 1996). The underlying belief may be (i) “Not now/here.” The primary motivation is likely (F) to protect the self.…”

Section: Resistance To Learning About Identities Diversity and Equitymentioning

confidence: 99%

“…When minimizing, students argue that the information presented is true only in limited or exceptional cases (Goodman, 2011; Griffin & Ouellett, 2007; Johnson, 2017; Sensoy & DiAngelo, 2017). For example, students might suggest that discrimination in a workplace is because a particular boss is problematic.…”

Section: Resistance To Learning About Identities Diversity and Equitymentioning

confidence: 99%

“…A related intent argument is that one’s marginalized identities shield one from participation in oppression (Goodman, 2011; Griffin & Ouellett, 2007; Sensoy & DiAngelo, 2017). Rather than arguing about the intent of a particular action, one can argue that their marginalized identities inform all of their actions and thus have non-oppressive intent.…”

Section: Resistance To Learning About Identities Diversity and Equitymentioning

confidence: 99%

“…Often, students will appeal to universality or egalitarian ideals (Rains, 1998; Sensoy & DiAngelo, 2017). Some will claim that the instructors (or their sources) are biased and subjective (Griffin & Ouellett, 2007; Sensoy & DiAngelo, 2017). Other students will use the encouragement to share personal experiences as evidence that all opinions are equally valid (Griffin & Ouellett, 2007).…”

Section: Resistance To Learning About Identities Diversity and Equitymentioning

confidence: 99%

See 4 more Smart Citations

Cycles of development in learning about identities, diversity, and equity.

Byrd¹

2023

Cultural Diversity & Ethnic Minority Psychology

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Objectives: Many scholars and educators have written about how to approach teaching about social identities, diversity, and societal inequity in classrooms and beyond. The current article adds to this literature by considering the developmental trajectories of individuals as they engage in learning opportunities about identities, diversity, and equity. Results: This article details the specific aspects of knowledge that are essential to develop cultural competence and critical consciousness as well as a sequence in which they should be acquired. Conclusions: Previous models emphasize progressive movement toward more advanced levels, but this article explains how motivation can explain movement and stalling in development. Furthermore, it analyzes the cognitive and motivational antecedents of resistance to diversity learning opportunities. The article concludes with implications for teaching and future directions for research.

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Section: Resistance To Learning About Identities Diversity and Equitymentioning

confidence: 99%