ABSTRACT
In graduate school, my dissertation advisor told me, “People usually do research on the issues they’re trying to work out in their own lives.” That was true about me then, and it still is now. Since the early 1980s, I have been doing what feels like my life’s work, educating
about diversity and social justice. I have done so in a range of contextsuniversities, non-profit agencies, schools, women’s organizations, and community groups; in different roles-as a professor, trainer, consultant, facilitator, and Affirmative Action Officer; and with various groups of people-students (of all ages), teachers, counselors, administrators, managers, staff, board members, police, local citizens, and activists. This has been an ongoing learning experience, both personally and professionally.
Issues of oppression and multiculturalism have complex histories and continually evolve. New concerns and manifestations of inequality emerge as social, political, and economic changes occur in our country and throughout the world. Demographics shift and social dynamics become increasingly complex. Personally, I am continually faced with trying to stay abreast of current issues, working on raising my own consciousness, and exploring the significance of my own social identities. Professionally, as the social climate changes, so does how we need to educate for social justice. People’s attitudes about different groups shift, as do their ways of explaining inequalities. Different concerns become more prominent which evoke new sets of feelings and reactions. One of the most challenging aspects of social justice education is working with
people from privileged or dominant groups-those who are in the more powerful position in a particular type of oppression. At times, I have been impressed and humbled by their degree of openness, courage, and risk-taking. At other times, I have been frustrated, angered, and stymied by their unwillingness to consider new
information, rethink assumptions, or express concern for others. It is in the latter situations that I, and many of my colleagues, have struggled with the most. I believe it is critical that we are able to engage people from privileged groups in
social justice issues. From a simple educational perspective, most educators will have a mix of people in their classes or groups, including those from dominant groups. In order for sessions to run smoothly and for learning to be maximized, ideally, all participants should be productively involved. From a social change perspective, people from privileged groups perpetuate oppression through individual acts, as well as through institutional and cultural practices. They have access to resources, information, and power that can either block or help facilitate change. People from privileged groups who are allies can influence decision-making, allocate funds, share needed skills and knowledge, and be role models for other dominant group members to support equity. It also helps to have people from privileged groups as part of the change effort. Even though more people from oppressed groups are likely to push for greater social justice, as people from privileged groups join in the struggle, it increases the critical mass needed to affect change. Furthermore, if we care about liberation, we need to care about liberating all people. As I’ll discuss further, oppression diminishes all human beings. My experiences, both positive and negative, and my commitment to justice, led
me to write this book. In part, I was involved in a quest to more effectively understand and work with people from dominant groups on social justice issues. I wanted to be a better educator and change agent. I also wanted to share with others what I have learned and found useful. As I have presented some of this material at conferences, workshops, and classes, I have found people hungry for ways to think about and address diversity issues, especially with people from privileged groups. My choice to focus on working with people from dominant groups in no way implies that this is more important than working with people from oppressed groups. It is a response to my own experiences and to what I perceived as a need in the field. Some people have referred to the growing focus on educating people from privileged groups about and for social justice as “pedagogy for the privileged” (Curry-Stevens, 2007) or “pedagogy of the oppressor” (Kimmel, 2010). I am extremely fortunate to have had graduate training in a program focused on
Diversity and Social Justice Training (at the University of Massachusetts in Amherst). The courses on oppression theory, workshop design, psychological education, group dynamics, developmental theories, and workshops on racism, sexism, heterosexism, classism, ableism, and anti-Semitism were invaluable. And while not my only source of education, I am indebted to the faculty and students there who provided me with such rich learning opportunities (and who continue to be valued colleagues). Many people educating about social justice do so with very little training in how
to do this type of education. Often people are well-versed in content areas, but less trained or skilled in issues of pedagogy or process. Generally, people rely on their natural talent, intuition, and trial and error. These are indispensable. Yet, I find I am
most effective when I can also draw on other theories and frameworks. These allow me to make better sense of what is occurring and inform my responses. This background helps me plan my approaches and anticipate reactions. In this book, I share some of the theories, perspectives, and strategies I have
found most useful when working with adults from privileged groups on diversity and social justice issues. It is written for practitioners who already have a commitment to these issues. I am not trying to convince readers of the existence of oppression or of the need to value differences and promote equity. My hope is that these theoretical tools will allow educators to be more reflective and intentional in their work-helping them to consider who they’re working with, what they’re doing, why they’re doing it, and how to educate more effectively. The fields of education and psychology are heavily drawn upon. Yet, in doing so, I attempt to continually consider the individual in social context, to embed a psychological analysis within a structural analysis. I want to recognize the interplay between the external and the internal, how the socio-political context affects individual attitudes and behaviors, and thus our classroom dynamics. Some general principles and practices are reviewed that are helpful in most edu-
cational situations, but they are discussed in relation to working with people from dominant groups. This is not a how-to book, providing detailed activities and exercises; nor is it a cookbook that promises that if you follow this simple recipe, you’ll have a perfect educational experience. I offer educational and psychological perspectives to inform one’s practice and increase one’s options in addressing situations. I’ll suggest approaches, but will not supply easy answers. There are none. I try not to be prescriptive, but in an effort to be concrete, examples and specific suggestions are offered. I encourage readers to take and adapt what is useful. This is not everything you need to know to teach about diversity and social justice. Readers are referred to the appendix for some additional resources, especially for ideas for particular activities. An explanation of the title will further clarify the focus of the book.
