This compact book is constructed using psychological theory and research to empower university faculty to facilitate student engagement and address student resistance to diversity and social justice education more effectively.
University faculty teaching diversity and social justice have traditionally encountered various forms of student resistance. Recent cultural trends of political opposition to teaching critical race theory and other forms of increased polarization and scapegoating with decreased levels of social tolerance have exacerbated challenges in promoting student engagement in diversity and social justice education in universities and colleges.
In contrast to traditional models that tend to be confrontational in addressing student biases, the new Moving Towards Social Justice (MTSJ), Relational Partnership Development Model (RPDM) and process theoretical models seek to build on appropriate pre-existing strengths, interests, values, and the developmental readiness of students who might otherwise oppose learning about the contexts, lives, and predicaments of marginalized persons living in various intersections of gender, race, ethnicity, national origin, immigration status, sexual orientation, gender identity and ability/disability status. Emphasis is placed on the development of professional and life skills, such as wisdom and intercultural competence, which provide incentives and remove barriers to learning about social justice and diversity. Project-based learning approaches grounded in a developmental framework to foster the thriving and well-being of diverse students, collaborative partners in the community, and diverse persons served by the community partners are emphasized. The role of empirical assessment, feedback, and program refinement over time is also delineated within the models.
Subverting Resistance to Social Justice and Diversity Education: Constructive Approaches with Undergraduate Students is an indispensable and timely resource for university and college instructors who teach courses or have significant portions of a class that involve education around social justice, diversity, and intersectionality issues, such as cross-cultural psychology, multicultural psychology, social work, sociology, intercultural communication, and counseling or clinical practice with individuals or families from diverse social locations. University officers of diversity, faculty development providers, and other administrators interested in empowering university faculty to increase student engagement in social justice and diversity education also would find the book a useful reference.
Author(s): Andy J. Johnson, April Vinding
Series: SpringerBriefs in Social Work)
Publisher: Springer
Year: 2023
Language: English
Pages: 99
City: Cham
Acknowledgments
Contents
Contributors
About the Editors
Chapter 1: Understanding Resistance to Social Justice and Diversity Education
1 Resistance to Movement and Growth
1.1 Moving Toward Social Justice (MTSJ) Model
1.2 Movement and Use
2 Sources of Resistance
2.1 Social Presentation
2.2 Emotion Management
2.3 Attention and Cognitive Factors
3 The Following Chapters
References
Chapter 2: Embrace Preparing: Theoretical and Practical Foundations for Motivating Students to Address Social Justice for Persons from Diverse Social Locations
1 Foundations of the Moving Toward Social Justice (MTSJ) Model
2 Project-Based Learning in MTSJ: Collaboration, Partnership, and Consultation
2.1 Course Selection
2.2 Community Partner Engagement
2.3 Problem Conceptualization and Creative Problem-Solving
2.4 Presentation to the Community Partner
3 Benefits of the MTSJ Model
References
Chapter 3: Embrace Collaboration: Developing Community Partnerships Through the Relational Partnership Development Model (RPDM)
1 Place-Based Partnerships
1.1 Deeper Understanding Through Deeper Connection
1.2 Webs of Relationship Expand Trust and Reach
1.3 Commitment Cultivates Long-Term Engagement
2 Critical Self-Reflexivity
3 Epistemic Justice
4 With Communities
4.1 Listen 75% and Speak 25%
4.2 Monochronic and Polychronic Time
5 Birth New Projects
6 “Cupcaking”
References
Chapter 4: Embrace Multiple Perspectives: Balancing Interests of Community Partners, Students, and Instructors in Developing Creative Solutions
1 A Moving Toward Social Justice (MTSJ) Model Learning Project with the Saint Paul Recovery Act
2 Experiencing the Four Rs of Transcultural Competency
2.1 Recognition
2.2 Respect
2.3 Reconciliation
2.4 Realization
3 Benefits to Students and Community Partners
4 Collaborative Steps to Creative Solutions
4.1 Empower Community Partner Perspective
4.2 Empower Student Perspective
4.3 Collaboration and Facilitation
4.4 Presentation and Evaluation
References
Chapter 5: Embrace Process: Classroom Practices for Nonviolent Formation
1 Approaches
1.1 Classroom as Counterculture
1.2 Subverting Resistance Through Process
1.3 The Romance of Justice
1.4 An Additive and Protective Intersectionality
2 Activities
2.1 Give Voices Power
2.2 Lead with Experience and Encounter
2.3 Make Containers
2.4 Get Real
3 Dignity and the Classroom as Weight Room
References
Chapter 6: Embrace Complexity: Anticipating and Neutralizing Student Resistance in Undergraduate Education for Transgender and Gender Identity Justice
1 An Urgent Agenda for Education
2 Resistance to Gender Complexity
3 Author’s Positionality and Philosophy of Justice
4 Anticipatory and Emergent Strategies
4.1 Building and Growing Authentic, Affirming Relationships
4.2 Encouraging Student Buy-In: Professional Development Framing
4.3 Evidence-Based Pedagogical Interventions
Fostering Contact
Increasing Knowledge and Dispelling Misinformation and Myths
5 Conclusion
References
Index
