• Personal identity makes up who you are, while social identity is based on social group membership. These groups include (but are not limited to) race, ethnicity, citizenship/country of origin, socioeconomic class, religion, age, and physical, mental, and emotional ability.

• We are all composed of a multitude of identities that are always shifting based on our interactions with ourself and others.

• These interactions are additionally complicated due to our history, specifically the fact that some groups have historically had privilege, while other have been marginalized. Privilege is relative, and marginalization refers to the absence of privilege.

• We live in a world that is full of systems of privilege and oppression. These include (but are by no means limited to): racism/white supremacy, heterosexism/heteronormativity, sexism/patriarchy, and classism/ruling class ideology.

• For most of us, these systems are ingrained in our life, often to a degree that we do not notice them. The first step in inclusivity is to develop an awareness of these systems. Specifically, for Williams students, we can step out of the "Purple Bubble" by continually reflecting on how systems influence our interactions with others in - and outside of - our community.

What does teaching through a social justice lens mean to you?

Do you think that schools reflect and/or recreate the society in which they exist? In what ways? How has this manifested for you in you CLiA Education position?

How do you acknowledge your privilege as a Williams student in your work with teachers and students in local K-12 environments? What challenges have you encountered?

Education that elevates social justice pedagogy ensures equity in part by drawing on the talents, strengths, and perspectives that all students bring with them to school and by setting high expectations for all students, especially for students from historically underserved and marginalized groups. How have you been able to achieve this pedagogical approach in your work with K-12 students? Have you seen this modeled by teachers or by other Williams students with whom you work? What is missing, and how can we do this work better?