# data[].attributes.headline
Person A:  Step 1. Jot words and concepts that speak to you in this part of the article. e.g.  Use I statements, stay open...                                                   Step 2. Each person in the group shares the concepts you have noted with your group                                         Step 3. When all group members have shared their parts, as a whole group, decide on 3 Guidelines that our class should follow.                                    Step 4. Create a new section, list your group names, and post your group's 3 agreed-upon guidelines.         

# data[].attributes.subject
Person A:  Step 1. Jot words and concepts that speak to you in this part of the article. e.g.  Use I statements, stay open...                                                   Step 2. Each person in the group shares the concepts you have noted with your group                                         Step 3. When all group members have shared their parts, as a whole group, decide on 3 Guidelines that our class should follow.                                    Step 4. Create a new section, list your group names, and post your group's 3 agreed-upon guidelines.         

# data[].attributes.headline
Person B. Step 1. Jot words and concepts that speak to you in this part of the article. e.g. socially constructed knowledge                                            Step 2. Each person in the group shares the concepts you have noted with your group                                         Step 3. When all group members have shared their parts, as a whole group, decide on 3 Guidelines that our class should follow.                                    Step 4. Create a new section, list your group names, and post your group's 3 agreed-upon guidelines.         

# data[].attributes.subject
Person B. Step 1. Jot words and concepts that speak to you in this part of the article. e.g. socially constructed knowledge                                            Step 2. Each person in the group shares the concepts you have noted with your group                                         Step 3. When all group members have shared their parts, as a whole group, decide on 3 Guidelines that our class should follow.                                    Step 4. Create a new section, list your group names, and post your group's 3 agreed-upon guidelines.         

# data[].attributes.headline
Person C. Jot words and concepts that speak to you in this part of the article. e.g.  Instructor Positionality                                                                   Step 2. Each person in the group shares the concepts you have noted with your group                                         Step 3. When all group members have shared their parts, as a whole group, decide on 3 Guidelines that our class should follow.                                    Step 4. Create a new section, list your group names and post your group's 3 agreed-upon guidelines.         

# data[].attributes.subject
Person C. Jot words and concepts that speak to you in this part of the article. e.g.  Instructor Positionality                                                                   Step 2. Each person in the group shares the concepts you have noted with your group                                         Step 3. When all group members have shared their parts, as a whole group, decide on 3 Guidelines that our class should follow.                                    Step 4. Create a new section, list your group names and post your group's 3 agreed-upon guidelines.         

# data[].attributes.headline
Person D: Jot words and concepts that speak to you in this part of the article. e.g. safe space                     Step 2. Each person in the group shares the concepts you have noted with your group                                         Step 3. When all group members have shared their parts, as a whole group, decide on 3 Guidelines that our class should follow.                                    Step 4. Create a new section, list your group names, and post your group's 3 agreed-upon guidelines.      

# data[].attributes.subject
Person D: Jot words and concepts that speak to you in this part of the article. e.g. safe space                     Step 2. Each person in the group shares the concepts you have noted with your group                                         Step 3. When all group members have shared their parts, as a whole group, decide on 3 Guidelines that our class should follow.                                    Step 4. Create a new section, list your group names, and post your group's 3 agreed-upon guidelines.      

# data[].attributes.body
I think classrooms should be environments where teachers affirm students lived realities acknowledging that there is positionality in society which values certain social groups over others

I think classrooms should be democratic spaces where teachers and students are both learners and there is no power hierarchy - both are lifelong learners

I think classrooms should be spaces where students learn the skills required to be responsive to oppressions and privilege as well as learn the omitted histories that are ignored in the dominant narratives in Canada

# data[].attributes.body
-"...knowledge is socially constructed"
-determine value by intentionally naming or not naming
-social justice classroom
-allowing marginalized voices to speak and be heard
-turning down the volume on dominant narratives
-hearing "the other side" of the narrative in main stream media and schooling
-stop microaggressions in the classroom
-open dialogue to address and reflect on the issues
-"...challenge ideas not people..."
-willful ignorance should not be encouraged
-students and teachers need to be informed when making claims

# data[].attributes.body
- Creating a democratic atmosphere where everyone participates includes putting ourselves forward and including others (must understand issues of power)

- Some examples of guidelines: Speak for yourself (don’t generalize), Respect differences, Challenge ideas (not people), Stay open and engaged

- Collaboration when creating guidelines

- Guiding students in developing the skills to see, analyze and challenge relations of oppression and privilege

- Guidelines that build a supportive classroom climate must address deeply patterned social and structural dynamics that are brought into the classroom

# data[].attributes.body
- knowledge is socially constructed, there is often a dominant ideology within the classroom that needs to be addressed
- we can not just let students share their opinions because everyones voice matters
- sharing personal experiences can also be triggering to those in minority groups as it can highlight privilege and dominant ideology
- the goal is to not allow for dominant ideologies to be the main ideologies within a classroom, and although sometimes we think we are bettering the gap we are not

# data[].attributes.body
Some of the concepts that spoke to me in this section of the article were:
-"Speak for yourself instead of generalizing - use I statements.

-Stay open and engaged – be responsible for your own learning.

-Laugh with anyone, but laugh at no one".
I think these are important concepts that should be included in the classroom in order to ensure students are supportive and respectful towards everyone

# data[].attributes.body
- Key Quote: "Establishing a safe environment in which students can discuss ideas, share feelings and experiences, and challenge themselves and each other to re-evaluate opinions and beliefs is one of the primary facilitation responsibilities."

- Some scholars say that social justice is complicated in the classroom from the way the students feel, having the teachers try to create a safe classroom.

- These topics can be difficult to discuss especially in regards to gender, race and orientation. We as educators need to create a safe space that allows students to ask questions..."engage constructively with alternative perspectives, think critically, grapple with multiple perspective, build stamina for new and challenging ideas, engage with research, ask important question, tolerate ambiguity, the power relations have in positionality and value collaboration" (Pg 7-8)

- Understand that everyone is different and has different experiences, beliefs and opinions. Have students understand as long as there is mutual respect, equality and decency these subjects may be discussed in the educational sphere.

-It is important for teachers to differentiate between comfort and safe environment in the classroom.

-Change claims to questions.

# data[].attributes.body
Vocab
- Debate Ideas
- Respect Opinions
- Taking things personally
- Dominant Students
- Visible Minorities

These stuck out for me the most, especially the concept of dominant students taking control of the class and the educator.

This does not mean that I find other things important, but concepts like "visible minority" and white privilege because we know what they are and that racism and privilege do exist. We, as educators, are actively trying to shape the society we think should exist.

As a dominant personality myself I can see how, if used for bad, this personality trait can create a toxic environment where pupils are are uncomfortable to engage.

# data[].attributes.body
→ Universal Knowledge

Knowledge is not universal. Instead it is rooted in specific positions and interests.

Knowledge is socially constructed.

→ Meaning of Knowledge is constructed in the stories we share with our students.

Share experiences that are marginalized in mainstream classrooms.

→ Dominant Knowledge

Obscure the realities of everyday perceptions.

→ Open Dialogue

It is important to note the social identities in your classroom.

Dominant Ideologies that a student carries with them to the classroom environment.

→ Everyone's opinion matters carries with it, institutional weight, a history of violence and perhaps the denial of human rights.
→ The Discourse of Personal Experience

Personal experiences leads to dialogue to understand different perspectives and interrogates privileges.

# data[].attributes.body
·      Knowledge is socially constructed, thus making specific interests visible to students is a primary goal of the social justice classroom.

·      In a social justice classroom giving equal time to dominant narratives reinforces problematic discursive effects.

·      Equal time cannot be given to dominant narratives in social justice classrooms.

·      The goal is to correct existing power imbalances by turning down the volume on dominant narratives.

·      Restricting dominant narratives is more equalizing.

·      Students typically enter classrooms with dominant ideologies and preconceived notions, which then becomes difficult to dislodge.

·      Dominant narratives risk hijacking the discussion and can trigger other comments, both of support and rebuttal setting the agenda for the rest of the class discussion.

·      Discourses in social justice classroom is the language of experience.

·      Personalizing knowledge, where students use their lived experiences to connect to the course content stops us from generalizing their perspective and from reinforcing dominant narratives.

# data[].attributes.body
* positionality
* socially constructed knowledge
* social justice
* practice
* partial knowledge
*cultural values
* beliefs
* social positions
* socialization
* race, class, gender, sexuality
* pedagogical
* fundamentally biased
* objective science
* identity
* knowledge paradigm
* social membership
* leadership
* instructor positionality
* rank and status
* minoritized
* privilege
* internalized dominance
* responsibility
* power relations
* racially diverse
* perspective
* internalized oppression
* rationalization
* discourse
* facilitiating discussion

# data[].attributes.body
-Classrooms should encompass content and discussions where students can see themselves in the work while also being open to other perspectives respectfully.
-Oppression and privilege become themes for which educators must base their guidelines upon. We must remember to be mindful of dominant groups (intentionally or unintentionally) misusing the guidelines brought forward. Respect must remain central to the classroom.

# data[].attributes.body
treating others how they would like to be treated

differentiating between allowing others to express their own personal experiences and the expression being insulting/discriminatory or racist

“reverse” racism

white privilege

any practice can easily serve the very interest developed to oppose

^ “majority dominates” —> intention of inclusion and promoting cultural diversity and social justice within a white majority still leads to injustice, exclusion, etc

the importance to continue to stress that freedom of speech and expression does not include any kind of hate speech, negative speech of other ppl, their cultural, religious groups, race etc

expression can not be accepted if it negatively impacts, hurts, excludes other people in a detrimental way

# data[].attributes.body
-Democratic but also safe & caring space: students can share feelings & experiences, challenge themselves, and re-evaluate opinions.

-Climate of safety that is created by guidelines.

-Anti-oppressive social justice framework

-Cross-racial dialogues- the classroom is a hostile space virtually all of the time

-Definition of safety is contingent in different positions: social, cultural, historical and institutional power

-To participate in healthy democracy= social justice activism
(think critically, multiple perspectives, challenge ideas, recognize power relations)

-Social stratification in schools therefore must also be challenged

-“Silence Breakers”- intended to recognize and respond to unequal power relations and guide open conversation

-Help students lean into rather than away from difficult content

-Intellectual humility

-Interrupt dominant power moves

# data[].attributes.body
Words and concepts that stood out to me are:

"responding to power in the social justice classroom"

"speak for yourself and use I statements"

"challenge ideas not people"

the golden rule

culturally responsive teaching - "encourage students to participate in cultural events"

"creating a democratic classroom" - no power hierarchy

These are vital concepts that educators and students, together, must participate in, in order to foster a safe and welcoming learning environment.

# data[].attributes.body
Step 1:
-“But when in service to “fairness”-instructors give equal time to dominant narratives” (3)

-“Efforts to make space for all views are often rooted in the desire for teachers to create an “open” dialogue that makes room for non dominant points of view” (3)

-the notion that everyone's opinion matters

# data[].attributes.body
Words and concepts that speak to me:

The article states that the typical teacher is "white women who grew up in liberal, middle-class suburban contexts." The teachers in my schools seem to fit this;
at my elementary school, high school, and my first placement, there was only a single black teacher at each school.

I agree that discussion guidelines are important -
it's super important for a discussion to not turn hostile or into a competition, while everyone's voice should be heard.

As the article mentions, I've also noticed certain people not recognizing their own privileges in conversations or discussion. An acquaintance saying that they have never benefitted from white privilege, for example.
The article brings up that these people dominating the discussion can trigger others or cause others to withdraw.
I find this important because if these behaviours are condoned, then others will be excluded from the discussion.

Students may invalidate teachers that belong to marginalized groups -
when teaching swimming lessons I found that I had to work extra hard to gain respect when teaching adult lessons.

A question I had going into this course was how to tell a student that their opinion is wrong, if that student is dead set on a racist opinion? The article asks, "How do you respect differences and affirm everyone's perspective" in these situations?

# data[].attributes.body
- Instructor Positionality
- Rank: social membership (not temporary and impacts all aspects of one's life) Ex. race, class, gender
- Status: temporary position/job and is contextual
- Student Positionality
- issues relating to privilege and internalized dominance
- Racial Positionality
- Dominance and Internalized Oppression
- Internalized dominance
- the issue with willful ignorance
- the concept of the Right to Speak

# data[].attributes.body
“who a person is is intimately connected to the person’s socialization into a matrix of group locations”

- instructor positionality: dominant group identities (I.e. white, male), will be viewed as objective and legitimate

Instructor authority:

- rank (social membership, permanent, all aspects of someone’s life)

- status (temporary, connected to job/position)

Student Positionality

- majority of higher education students are White and middle class

- students in dominant positions may experience paradigm shifts when encountering concepts such as privilege and internalized dominance

- members of minorities groups may choose to remain silence in class discussion

- dominant group members may choose to speak first in some discussion, but may remain silent in other discussions

- “silence from minorities group members can function as a power move and needs to be interrogated”

# data[].attributes.headline
Emily B, Julia A, Thanujaa P, Susanna L, & Jessi C. 

# data[].attributes.subject
Emily B, Julia A, Thanujaa P, Susanna L, & Jessi C. 

# data[].attributes.body
1. Our classroom should be a space where power hierarchies are dismantled and where students and teachers are both lifelong learners. We want to create a space where students feel open to expressing their opinions and where their voices are heard. Teachers are not the only ones with knowledge to share, students should not feel intimated by them (in regards to race, gender and class).

2. Teachers and students should share their lived experiences with race, culture and goals. Learn about your cultures so that you will be able to respect others cultures. Acknowledge that certain social groups are more valued in society.

3. Keeping an open mind and an open dialogue in the classroom

# data[].attributes.body
1. Creating a democratic space where everyone's voice is equally heard.

2. Forming a safe space where individuals are encouraged to think critically when challenging ideas rather than people in a respectful manner.

3. Encourage question starters when making a claim while remaining open minded.

# data[].attributes.body
-Democratic atmosphere
-Classroom rules that are agreed upon
-Minorities
-Privilege
-Maintaining respect in discussions
-Collaborating
-Individual experiences and perspectives

These are all important factors that were highlighted in the article.  There are many factors that influence a group dynamic and the classroom environment.

# data[].attributes.body
- knowledge as a social construction
- key term of positionality
- what it means to be a knower who is connected to a socialization
- key terms of rank and status
- what it means to develop the skills to dialogue across differences that are not commonly addressed
- this dialogue is a central commitment of social justice classrooms
- positionality of all persons must be taken into account (students, teachers)
- silence
- the right to speak
- who speaks in discussions, how frequently, when, and what do they say
- many classrooms have been built on a collective history of denial
- internalized oppression and dominance

# data[].attributes.body
words and concepts that spoke to me:

-Concept of positionality:
Links to knowledge from cultural values beliefs, experiences and social positions.

-Socialization (group locations): Examples, race, gender, class, sexuality and ability.

-Rank vs Status

-Student positioning

-Privilege

-Internalized dominance

- Critical thinking

# data[].attributes.body
1. Establish a safe space where we can each see ourselves in the discussions while also being open to other perspectives (within limits).
2.  We must remain collective and in agreement of the guidelines for them to be properly executed. Challenging and being critical of ideas with respect.
3. Use culturally relevant material to inform our knowledge.

# data[].attributes.body
1. Treating others the way THEY want to be treated

2. Creating a place where students will feel safe and feel accepted by others

3. Gearing our teaching to be relevant to the students in our classrooms, and making sure that we are including everyones backgrounds, cultures, sexual orientations etc.

# data[].attributes.body
·       “identify our place in a matrix of unequally valued social groups...how their position in this matrix inform their action and practice.”

·       “in practice the common guidelines purported to be important to building the kind of classroom climate that can support the commitments discussed above do not address the deeply patterned social and structural dynamics that are brought into the classroom itself”

·       Shows the importance of recognizing our privileges and evaluating our personal biases before expressing our thoughts.

·       How does our position/experience influence and inform our thoughts and behaviour.

·       Can and should we encourage and support a space to explore ourselves and our place in “the matrix” before moving outward?

·       “Does everyone's opinion matter when people's opinion is that reverse racism is a valid concept?”

·       Raises a question about if all opinions are truly equal? Whose opinion is/should be valued more in a given situation?

·       Dominant narratives/voices vs lived experiences.

# data[].attributes.body
Ask students to make a claim by asking a question
-question starters example for students to ask other students about race, while having a open mind.

-Teachers and instructors should be supportive in the classroom, where students can be comfortable having a voice, some safety guidelines to respect, equality and diversity, when speaking of race.

-Engage constructively, engage with critical thinking, creating a safe space.

# data[].attributes.body
-Schools are most powerful - must be challenged
-Everyone's not perfect - willing to change
-"we won't always make the right call in all moments for all students, but using the common guidelines as a starting point"
-tackle your own bias
-Stand together - respect and work with different people
-Open-minded

# data[].attributes.body
- Knowledge is socially constructed as it is rooted and shaped by specific people, positions, interests, and power dynamics
- Social justice classroom incorporates making injustices and inequities noticeable and evident within a classroom setting
- Social justice educator attempts to invite minority groups to share their experiences with the classroom
- Cannot reinforce problematic discourses when providing equal time to dominant narratives (need to deny equal time to all narratives in our classrooms as a means to correct the existing power imbalance)
- Discourse of personal experience and speaking from experience have figured prominently in a number of educational practices
- “...I’m going to stop you there. This is a time to hear their perspective and so let’s move on to another insight or question”

# data[].attributes.body
Think about the idea of safe spaces. What does safe mean? What does a safe space look like from the lens of social, cultural, historical and institutional power?

The expectation of safety for dominant groups often creates a symbolic form of violence against minoritized groups.

Having common guidelines for what a space safe should look like/be is not a realistic expectation.

We need to consider what out own notions of what fairness, safety, and participation look like.

Differentiate between safety and comfort.

Recognize and respond to unequal power relations.

# data[].attributes.body
1. Recognizing the various identities in your classroom and lowering the volume on the dominant narrative.

2. Before engaging in discussion, take a moment to reflect on your positionality.

3. Recognize dominant narratives whenever they appear, do not add to collective denial.

# data[].attributes.body
It is important to acknowledge that school could be one of the only safe spaces for certain students. When students are in our classroom we need to ensure that they feel safe and included.

We should mold our classroom to be socially and culturally responsible and in doing so we will set our students up for success in our democratic society.
- thinking critically
-  engaging with new and challenging ideas
- grappling multiple perspectives

frame learning in inclusive ways

Create guidelines for students to follow in order to ensure their participation within the classroom is inclusive. Ensure they understand the difference between opinions vs. facts when speaking, recognize internal biases, how can you learn deeper

# data[].attributes.body
Our positionality impacts our experience in the education system and the classroom, both as an instructor and as a student.

For students who are a part of the dominant race and social class they may be oblivious to their privilege and may choose to reinforce it while those who are a part of the minority may feel that they cannot fully express themselves and their lived experiences.

For instructors, specifically those who are female or people of color they have to work harder in order for their skills to be valued and recognized.  For example, the article states that female and people of color in professor positions often receive lower evaluations, which impact their access to job opportunities and wages.

# data[].attributes.body
Guidelines that I liked from the article were:

-  Speak for yourself instead of generalizing

-  Challenge ideas not people

-  Stay open and engaged – be responsible for your own learning

-  Don’t attack people who disagree with you

Points from the article:

-  Common guidelines can also work against social justice education

From this article I learned that even some guidelines that sound ideal for discussing social justice can be problematic. There can be issues that come up and cause us to challenge our own guidelines, so we have to be willing to be flexible and adjust your guidelines.

# data[].attributes.body
"Treat others as they would like to be treated". This phrase stuck out to me the most as we commonly hear the phrase "treat others the way you want to be treated". In the former case, we are considering the feelings/perspectives of the other person rather than regarding solely our own emotions.
"Creating demographic atmospheres". Personally, I interpreted this phrase as a classroom without a sense of power or hierarchy. Everyone in the classroom is a learner and students are working alongside teachers.

# data[].attributes.body
Our 3 expectations

1. Lived experiences in the course material- make the learning personal!

2. Open mindedness and Respect is key!

3. Create a safe and inclusive classroom which allows students to face difficult question "become comfortable with the uncomfortable"

# data[].attributes.body
- Different positionalities
instructor positionalities
student positionalities
-Reflecting on race and how it impacts every individual in relation to their neighbourhoods, upbringing, and overall impact in day-to-day life.
- Internalized racism
- minorities
- social inequalities
- privilege
- "oppression is denied by those who benefit from it"

# data[].attributes.body
· Domination in mainstream society is the normalising of particular knowledge as universal and applicable to all

· Knowledge is socially constructed and deeply rooted

· When we give equal time to dominant narratives, we reinforce problematic discursive effects by legitimising the idea that the conversation is equalising only when it also includes dominant voices

·  Deny equal time to all narratives in our classrooms to correct the existing power imbalances by turning down the volume on dominant narratives

# data[].attributes.body
Some concepts that stood out:
- safe space
- "establishing a safe environment in which students can discuss ideas, share feelings, and experiences and challenge themselves and each other to reevaluate opinions and beliefs"
- "anti-oppressive social justice framework"
- "caring and safe environment"
-  engaging in uncomfortable topics with students
- engaging constructively with alternative perspectives
- thinking critically
- "because schools are among the most powerful institutions wherein social stratification is reproduced, they are also where it must be challenged"
- strive for intellectual humility - willing to grapple with challenging ideas
- differentiate between opinions and informed knowledge (experiences, study and practice)
- differentiate between safety and comfort. Accept discomfort as necessary for social justice growth

# data[].attributes.body
- It was stated that "knowledge is is rooted in and shaped by specific positions and interest" meaning that knowledge is socially constructed. We often see this in schools because the knowledge we gain as young students is presented to us from the dominant narrative, as we get older we seek knowledge on our own.
- We should seek to challenge ideas and not people, however this does not work once the microaggression has already occurred
-Turning down the volume on dominant narratives (there is a power imbalance, voices that are marginalized should be amplified)
-It is vital to recognize the various identities in the classroom
-...Willful ignorance or refusal to know, deCatell (2004) described this not knowing as  “right to be ignorant and the right to speak ignorantly”(p. 55) (p.2)

# data[].attributes.headline
Alana Gnida, Lecs Petel, Veronica Rocha, Jessica Tuchow

# data[].attributes.subject
Alana Gnida, Lecs Petel, Veronica Rocha, Jessica Tuchow

# data[].attributes.body
Our 3 guidelines:
1. Be mindful of the lived experiences of your students and community and allow marginalized voices to hold space that affirms their identity
2. Allow yourself to criticize and assess internal and external biases and assumptions in any context or setting as the environment can always differ
3. Encourage learning in diverse ways and engage with various methods rooted in equity and consideration for various student experiences

# data[].attributes.body
1. Understanding and respecting different experiences
2. Attentive listening and appreciating them for sharing
3. Being open minded to opinion and ideas of others

# data[].attributes.headline
Guidelines for Safety and Conclusion Beyond the Common Guidelines

# data[].attributes.subject
Guidelines for Safety and Conclusion Beyond the Common Guidelines

# data[].attributes.body
These are some important concepts and terms from the reading:
Having "safe spaces" in classrooms
Understanding diverse perspectives
Asking questions
Having conversations

# data[].attributes.body
As a teacher we should respect other cultures and let our behaviour be a model  for our students.

Some students might have the first exposure to a completly different culture then what he or she was raised around.

we need to removed any biases that some student could have for other students

Student should first respect thier own culture and value who they are as an individual.

student should look other cultures and look at another to grow.

Teachers should support different races and cultures.

student and teachers should connect thier cultures and leaarn and have goals with the class and share lived exsperinces.

Teacher should not ignore tough situations and speack about it as a class.
Be a teacher that is fair for all racces and gender.

# data[].attributes.body
Key Themes:

Democracy

Intellectual Humility

Tolerating Ambiguity

Social Stratification

Racial Awakening

Recognizing a need for social justice engagement, and overall awareness and activism. This will allow for a healthy democracy instead of it being dominant groups vs. minoritized groups.

To create a supportive, engaging, and transformative classroom, skills such as engaging in research, recognizing powers and oppression, intellectual humility are needed to allow students to participate in racial awakening - creating a safe environment.

Key Quote: "Help students lean into rather than away from difficult content."

# data[].attributes.body
Language of experience
- avoiding using choices of language that universalizes the student experience for example:everybody knows that”, or “we should all just" and encourage students to speak from their own personal experience.

# data[].attributes.body
Instructor positionality expresses social membership, dominant group identities (race, class, gender)

Student positionality expressing topics regarding privilege and internalized dominance

Racial positionality and dominance and internalized oppression

“Silence from minorities group members can function as a power move and needs to be interrogated”

Resonating question: we all say we want to create a safe space for all of our students to express their thoughts, emotions and feelings - but how do we actually create a space where students don’t fear to speak their thoughts and feelings to their teachers and student friends

# data[].attributes.headline
Simona, Mathew, Shormeh, Jordan, Stephanie

# data[].attributes.subject
Simona, Mathew, Shormeh, Jordan, Stephanie

# data[].attributes.body
1. Be welcoming and open to various opinions, perspectives, and viewpoints as long as it does not coincide with dominant narratives of society
2. Provide an accepting and non-judgemental atmosphere when it comes to class discussions as a means to be respectful
3. Challenge ideas and not people in relation to checking biases at the door as it allows everyone to be life-long learners

# data[].attributes.body
Some important ideas noted in the text are

1. The importance of having safe spaces - we need to allow each child a nurturing environment where they can learn to use “Question Starters” so that they can speak to their own experiences but also learn from the experiences of others (8).

2. Recognize that students and faculty might have varied understandings of safety based on their intersectional differences (7)

3. Recognize that we are always in a period of learning and we must continue to evolve in our discussions on social justice

# data[].attributes.body
-Open dialogue within a classroom often allows for micro aggressions from altering view points.
Teachers often want to have open dialogue and have "every opinion matters" but sometimes this allows students to vocalize their judgments.
open dialogue can happen in the classroom if it is structured.
social justice classrooms goal is to reveal and understand marginalized voices.
restricting dominant narratives is more equal.

# data[].attributes.body
C
-"Concept of postionality is an assertion that all knowledge and arises from a web of cultural values,beliefs, experiences and social postions".
- connection to that person's socialization into a matrix group locations (race,class,gender,sexuality)
-social justice classroom
-INSTRUCTOR POSITIONALITY
-teach social justices=minoritized group identities
-instructors must take accountability  for how their bodies are read in the social justice classroom
-Instructor authority = distinciton between rank and status
-Rank= social membership, not temporary (race,class,gender,sexual orientation, and ability).
Status=temporary postion/job
Ex, women and POC assumed to be recipients of special programs rather than earning their postions

Student Postionality
educators are mainly White and middle class-teaching a homgenous population-race,gender,and class postionality
-social justices classroom- obligated to anticipate and be responsive to the inevitable disruption of traditional power relations and shifting paradigms that will occur.

Guidelines and Internalized Oppression
-internalized dominance
-internalized oppression
-minoritized
-dominant group-invested in privilege, speak first
-oppression is invisible to and dneid by those who benefit from it
-Whiteness as the Status quo- White people "safe space"->harmful to POC