Equity and Social JusticeClass 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 JusticeClass 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 JusticeComfort Zone, Learning Edge and Triggers

Equity and Social JusticeComfort 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 JusticeLearning 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 JusticeExample 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 JusticeLiterature Cited• Obear, K.H. (2000). Exploring the phenomenon of tirggering

events for social justice educators. Dissertation Abstracts International, 61 (07), 2563A