The paradoxes of social justice education: Experiences of LGBTQ+ social justice educational intervention facilitators.

Abstract

This exploratory qualitative research focuses on the experiences of those who facilitate lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ+) social justice educational interventions (SJEIs), such as safe zone, safe space, and ally training. Although persistent in higher education LGBTQ+ SJEIs remain an understudied area for empirical research, especially how facilitators describe the benefits and challenges of this role. Findings reveal how these benefits and challenges are paradoxical in that participants are hopeful for the impact of the work while burdened by the endeavor. Implications illuminate how participants approach engagement with campus communities through SJEIs as a potential opportunity for increasing inclusion efforts and how participants act as tempered radicals within this facilitator role in higher education.

An autoethnographic exploration of the realities of engaging in trans and queer center(ed) diversity work.

“…However, the potential for more deeply embedding TQ center(ed) diversity work within the institution and empowering its leaders was evident. Although most participants noted a level of “benign neglect” (see D. C. J. Catalano & Tillapaugh, 2022) from their campus leaders, especially related to funding and expansion of TQ institutional resources, some participants expressed how their work was placed within well-funded environments allowing for some institutional leverage.…”

“…Although most participants noted a level of "benign neglect" (see D. C. J. Catalano & Tillapaugh, 2022) from their campus leaders, especially related to funding and expansion of TQ institutional resources, some participants expressed how their work was placed within well-funded environments allowing for some institutional leverage. Chris noted a benefit of his role being positionally situated (outside of the direct student affairs divisional context) to address policy and other system challenges.…”

Toward liberation, not oppression: Reconsidering coming out stars.

“…In the Spring 2020, Catalano began data collection for a research project about the experiences of LGBTQ+ SJEI facilitators, commonly known as Safe Zone (Catalano, 2022). In the subsequent months, Catalano collaborated with Wagner and Simms on different articles generated from that data about curricular content and facilitator styles and experiences.…”

“…Diversity workshops or professional development sessions that focus on specific competency development tend to have a stronger influence on behavior than those focused on knowledge acquisition or content awareness alone (King et al, 2010). LGBTQ+ SJEIs are one iteration of a professional development that aims to inspire attendees to actively interrupt heterosexism and trans oppression in all aspects of their lives (Buggs et al, 2022; Catalano, 2022). LGBTQ+ SJEIs seek to prepare attendees to become allies, a rather amorphous and unclear concept.…”