Social Justice in Education

A Book Study of "Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education" by Ozlem Sensoy and Robin DiAngelo

Facilitated by Alex Schwartz and Catherine Sullivan

Welcome! Thank you for joining us for a discussion of the ideas from the book, "Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education" by Ozlem Sensoy and Robin DiAngelo.

1. Introduce a Case Study (5 minutes)

2. Read the chapters on socialization and culture and prejudice and discrimination OR begin to unpack the Principles for Constructive Engagement (10 minutes)

3. Jigsaw of Principles for Constructive Engagement (5 minutes)

4. Discussion on the case study through the lens of "Is Everyone Really Equal?" (15 minutes)

5. What's next? (25 minutes)

Excerpts from CASE 4.3: A DIFFERENCE IN PERSPECTIVES

Upon entering his classroom, Mr. Ortiz noticed several students crowded around two of their peers, Nikhil and Jasper. They were arguing about something Nikhil was wearing.

Another student, Madelyn shared, "Nikhil is wearing a gold chain and swastika pendant from his grandmother. Jasper got upset and asked Nikhil why he was wearing a Nazi symbol. Nikhil said it's an ancient Hindu symbol, but Jasper cut him off and said that it shouldn't be allowed in school because it represents hate."

"That was a gift from your grandmother?" asked Mr. Ortiz.

"Yeah," replied Nikhil. "She passed away. I'm wearing it to honor her."

"You understand this symbol is offensive to a lot of people, right?" Mr. Ortiz asked.

"Yes, but it's not the Nazi symbol. If people learn the history, they'll see it's no different than wearing a cross pendant."

"Nikhil is telling the truth," Madelyn shared. "I looked it up and that is an ancient Hindu symbol. It's been used in other religions before it became a Nazi symbol."

"Of course I'm telling the truth," Nikhil responded. "This chain means a lot to me and I'm not taking it off just because people are ignorant."

"You are right about our ignorance, Nikhil," he said, "but your necklace is causing a disruption, since most people think it is a symbol of hate. Perhaps you can honor your grandmother by wearing it at home."

"No," responded Nikhil, "It's not fair other students can display religious symbols and I can't. I'm not taking it off."

Question: Nikhil believes it is unjust to allow other students to display religious symbols while he is not allowed to do the same. Do you agree? Why or why not?

Gorski, P., & Pothini, S. G. (2018). Case studies on diversity and social justice education. New York, NY: Routledge.

Essential Question:

How can we use our knowledge of socialization and culture to create an equitable learning environment?

If you have not read the chapters on Socialization and Culture and Prejudice and Discrimination, you can access those chapters here.

Jigsaw of Principles for Constructive Engagement

1. You don't know what you don't know: Strive for intellectual humility.

2. Everyone has an opinion. Opinions are not the same as informed knowledge.

3. Let go of personal anecdotal evidence and look at broader societal patterns.

4. Notice your own defensive reactions, and attempt to use these reactions as entry points for gaining deeper self-knowledge.

5. Recognize how your social positionality (such as your own race, class, gender, sexuality, ability-status) informs your reactions to your instructor and those whose work you study in the course.

Click here for link to these principles as described in the appendix of the book.

Discussion of Case Study 4.3

Question: Nikhil believes it is unjust to allow other students to display religious symbols while he is not allowed to do the same. Do you agree? Why or why not?

What's next?

Are there implicit bias in our schools?

If so, how can we address them in the short term?

In the long term?

Alex Schwartz - schwartza@fpsct.org

Cathy Sullivan - sullivanc@fpsct.org

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