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1. Students enter classes attached to dominant ideologies.
2. These narratives can hijack classroom discussions.
3. The common norm that everyone's opinion matters, stands in the way of microagression of students comments.

Claims of good intentions, allows members of dominant groups to avoid responsibility for their transgressions.

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- Race and gender can often have an impact on the tenure and wages of an instructor

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In order to create safe spaces for minoritized groups, we have to address issues of violence and oppression that they face, especially in that space. Doing so can make members of the majority feel uncomfortable or "attacked" and lead them to trivialize real historic violence against another group. Creating truly safe spaces for everyone means that some groups need to feel uncomfortable and we need to teach the difference between oppression and discomfort.

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Social injustice is real...yes even in  Canada
The greater the privileged society. the greater access to resources...

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Already new that students will learn better when they feel safe and secure, heard and valued

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-Minority groups may feel that the classroom environment is the only place they feel safe and protected
-Being aware of our own personal bias, cultural backpack and positionality is key
-Dominant and minoritized groups come together it is often the dominant group that takes over and the minoritized group experiences “dominant group silence”
-important to develop not only a democratic space but a safe space in our classrooms for social justice
-important to establish and co-create guidelines and norms for talking about social justices issues

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Guidelines are often viewed as fundamental to building thecommunity and creating the democratic climate necessary fordiscussions of social justice content (Goodman, 2001; Adams, Bell,& Griffin, 2007). 

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Guidelines are often viewed as fundamental to building thecommunity and creating the democratic climate necessary fordiscussions of social justice content (Goodman, 2001; Adams, Bell,& Griffin, 2007). 

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New Learning:  most students enter the class attaching themselves to dominant ideologies (regardless of their social identities)

Already knew: Allowing students to finish prejudice/erroneous claims is problematic

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While the feelings may be real for dominant group
members struggling with a sense of safety, it may be useful to
consider what safety means from a position of social, cultural,
historical, and institutional power
-We won’t always make the right call in all moments for all
students, but use the common guidelines as a starting point

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We want students to feel safe to share ideas, experiences and to be comfortable and uncomfortable to challenge themselves to reevaluate their beliefs

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The common norm that everyone's opinion matters actually stands in the way of addressing the mic-aggression of the students comments.

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social injustice is real and exists today

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social injustice is real and exists today

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It's important to remember to not take it personally, keep open minded , and don't dwell on blame and shame!

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It's important to remember to not take it personally, keep open minded , and don't dwell on blame and shame!

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Having used such guidelines ourselves, we have come to believe that rather than creating an equitable and open space, they actually increase unequal power relations in the classroom

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Having used such guidelines ourselves, we have come to believe that rather than creating an equitable and open space, they actually increase unequal power relations in the classroom

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Our argument is that the interests and needs of dominant
groups usually drive the common guidelines

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How do we begin to acknowledge or have students question themselves about their bias/influence they are coming in with?

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Interesting .... Everyone’s perspective is not equally valid when some are uninformed, unexamined, or uphold existingpower inequities

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Interesting .... Everyone’s perspective is not equally valid when some are uninformed, unexamined, or uphold existingpower inequities

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The development of our particular approach is adapted from those who have gone before us, as well as from our own struggles as educators who often have felt ineffective and unable to respond constructively to powerrelations in the classroom

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The development of our particular approach is adapted from those who have gone before us, as well as from our own struggles as educators who often have felt ineffective and unable to respond constructively to powerrelations in the classroom

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How do we push away from the idea that equal is fair?

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Remembering that as we engage in social justice learning around unequal power relations we keep an open mindset, not judge, and use 'I' statements as we seek to understand perspectives so that we can authentically continue the ongoing process of knowing better to do better.

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Is the list of discussion starters on page age... particularly "Can you help me understand whether what I am thinking right now is problematic?"

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One of the key strategies of domination in mainstream society is the normalizing of particular knowledge as universal and applicable to all.

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One of the key strategies of domination in mainstream society is the normalizing of particular knowledge as universal and applicable to all.

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The practises we think are the best need to be changed as they are still used through a bias lens of white privilege. Let's look at it from other lenses.

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The practises we think are the best need to be changed as they are still used through a bias lens of white privilege. Let's look at it from other lenses.