Equity and Social Justice Class Participation Guidelines (…developing trust, safety and full participation) Set own boundaries for sharing Speak from experience – avoid generalities Respect confidentiality Share air time Listen respectfully Focus on own learning Do not blame or scapegoat Respect different experiences and perspectives Okay, your turn….add more / delete some

Equity and Social Justice Class Participation Guidelines (…developing trust, safety and full participation) Step 2 …more from you Identify the benchmarks, measurements or indicators for each guideline. That is, how do you “know” that respectful listening is happening? NOTE: Everyone has to understand, and once agreed to, each person is responsible for adhering personally. Try to identify cultural, language or gendered differences embedded in a guideline. For example, “safe” may be considered as a guideline. What is the difference between “safe” and “comfortable”? NOTE: Nothing is carved in stone. We will constantly review our guidelines and assess their effectiveness.

Equity and Social Justice Comfort Zone, Learning Edge and Triggers

Equity and Social Justice Comfort Zone, Learning Edge and Triggers Comfort Zone Inside Familiar Lots of information May not learn when challenged May withdraw when threatened Course Goal – We are on the edge of our comfort zones

Equity and Social Justice Learning Edge Optimal place to expand understanding and awareness Causes internal reaction Know we are on the edge by paying attention to our and class reactions (e.g., annoyance, anger, anxiety, surprise, confusion, defensiveness) Challenge is to stay on the learning edge, face discomfort and experience outcomes

Equity and Social Justice Triggers Words or phrases that stimulate an emotional response because they tap into anger or pain about oppression issues (Obear, 2000). Denotes an instantaneous response to stimuli without conscious thought Convey, conscious or unconsciously, stereotypical perception or acceptance of the status quo

Equity and Social Justice Example of Triggers I do not see differences; people are people to me. I think men are just biologically more adapted to leadership roles than women. I feel sorry for people with disabilities (deficits). It is such a tragedy. Homeless people prefer their life. If women wear tight clothes, they are asking for it. If everyone just worked hard, they could achieve. What do people really want anyway? Coloured people are blowing things way out of proportion

Equity and Social Justice …you again… How can we identify learning edges and triggers that encourage open and respectful dialogue? “say so” (e.g., I feel upset) Listen and understand (e.g., “food for thought” – not trying to change attitudes immediately) Avoid defensiveness No mistakes (e.g., likely we will trigger someone’s emotional response)

Equity and Social Justice Literature Cited Obear, K.H. (2000). Exploring the phenomenon of tirggering events for social justice educators. Dissertation Abstracts International, 61 (07), 2563A