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The Four Parts of Accountability & How to Give a Genuine Apology 

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The Four Parts of Accountability & How to Give a Genuine Apology 

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by the incredible Mia Mingus

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Building Accountable Communities Video Series

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Building Accountable Communities Video Series

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Building Accountable Communities

What do we mean when we talk about transformative justice and accountability? What does a survivor-centered response look like in practice? How can we support those who have caused harm without defaulting to punishment? What does real accountability look like? What has worked, and what obstacles have organizers and community members faced in building this difficult and necessary practice?
Created with Project NIA, these videos are part of the Building Accountable Communities Project, promoting non-punitive responses to harm by developing resources for transformative justice practitioners and organizing convenings and workshops that educate the public.

As the ongoing worldwide protests against police violence so vividly demonstrate, there is an increasing demand to end policing and develop real strategies for keeping each other safe. On October 21, 2020 longtime anti-violence organizers and transformative justice practitioners Shira Hassan and Mimi Kim joined us for a conversation about the history and development of transformative justice, its importance in current movements towards liberation, and everyday practices.

In response to heightened levels of abuse and violence experienced by people with disabilities, disability justice organizers have developed tremendous knowledge and creative approaches to care, safety, and preventing and stopping violence without relying on the state. How do disability justice strategies and knowledge inform transformative justice practices? How are disability justice and transformative justice interconnected? On April 10, 2020, Leah Lakshmi Piepzna-Samarasinha and Elliott Fukui joined us for an online conversation about the intersections of disability justice and transformative justice.

On October 25, 2019, anti-violence and transformative justice organizers Nastassja "Stas" Schmiedt and A. Lea Roth joined Mariame Kaba for an online discussion about supporting harm doers in being accountable, shame and other obstacles to accountability, and the roles of consent and conflict in practicing transformative justice.

Accountability is a familiar buzz-word in contemporary social movements, but what does it mean? How do we work toward it? In this series of four short videos, anti-violence activists Kiyomi Fujikawa and Shannon Perez-Darby ask and explore: What does it look like to be accountable to survivors without exiling or disposing those who do harm? On October 26, 2018, Kiyomi and Shannon joined Mariame Kaba for the first online discussion in the Building Accountable Communities series.

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Building Accountable Communities | Barnard Center for Research on Women

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Building Accountable Communities on Barnard Center for Research on Women

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Developing Radical Liberatory Praxis Through Critical Transgressive Education

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Developing Radical Liberatory Praxis Through Critical Transgressive Education

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Has a great list of introspective and critical reflection questions

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Developing Radical Liberatory Praxis Through Critical Transgressive Education

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Select the parts of your Learning Plan you'd like to print. If your Tasks or Strategies have PDF handouts, they'll need to be printed separately. These are listed on the left side of each Task or Strategy page.

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Praxis is the process by which a theory, lesson, or skill is enacted, embodied, realized, applied, or put into practice. "Praxis" may also refer to the act of engaging, applying, exercising, realizing, or practising ideas. This has been a recurrent topic in the field of philosophy, discussed in the writings of Plato, Aristotle, St.

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Where Do Justice And Liberation Fit Into Diversity, Equity, And Inclusion?

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Where Do Justice And Liberation Fit Into Diversity, Equity, And Inclusion?

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What does justice look like in the workplace, and where does liberation fit into the work of DEI ... [+]
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This article has been in the works for a few weeks but a recent LinkedIn post made by diversity, equity, and inclusion (DEI) consultant Lily Zheng sparked an important discussion and provided the necessary nudge to complete this piece. When thinking about DEI, two variables that deserve further analysis are justice and liberation and what role they play within DEI. Where do they fit in? To unpack this question, it is necessary to first explore what justice and liberation are. Merriam-Webster defines justice as "the establishment or determination of rights according to the rules of law or equity." Dictionary.com defines justice as "equitableness." Liberation is defined as "the act of liberating," or "a movement seeking equal rights and status for a group." The argument has been made that DEI as an industry has strayed far from its roots and has become highly commodified. Some find issue with the fact that DEI is even referred to as an industry. Diversity education gained prominence in the United States in the 1960s during the Civil Rights Movement (CRM). In 1964, the Civil Rights Act (CRA) was passed in the U.S. and Title VII of the CRA made it illegal to discriminate against individuals based on a set of protected classes. With the passage of Title VII, companies put more of a focus on diversity education primarily as a way to avoid litigation. This trend continued into the 1980s and 1990s with the field of DEI (which was not called DEI at the time) steadily changing and evolving. Because the CRM was spearheaded to seek justice for Black Americans in the United States, any offshoots of the movement (such as the DEI field) should have an end goal of justice. This article seeks to explore the following: who determines justice? What does justice look like in the workplace, and where does liberation fit into the work of DEI practitioners?

Based on the aforementioned definitions of justice, we must first ask ourselves who gets to determine what justice is and looks like? Within society, it is typically those in power who get to define what justice is. Far too often, those in power are given the ability to make decisions that do not result in liberty or justice for all. In Mariame Kaba's book We Do This 'Til We Free Us, Kaba wrote a line that deserves further examination: "A system that never addresses the why behind a harm never actually contains the harm itself." As DEI practitioners, it is imperative to investigate and examine the "why" behind the harms that occur in the workplace. How are different groups being harmed? Equity and justice must be determined by those most impacted by systems of harm; we must frame our understanding based on the most marginalized within society. In this regard, when working within organizations and institutions, are we prioritizing the most vulnerable? How can we amplify the voices of those with the least amount of power? How do we create structures and systems that a) take into consideration the historical harms that different communities have faced, b) provide refuge from these harms, c) allow everyone to grow, thrive, and advance, and d) prevent future harms? The first step seems overly simplistic but is under-utilized: listen to the most marginalized employees. Too often, leaders are guided by both employees and DEI practitioners, but willfully choose not to drink from the waters of equity and justice. The work of DEI practitioners must center the most harmed communities to ascertain their needs. By developing workplace policies and programs that prioritize the most marginalized, we move closer to equity and justice.

When working within organizations and institutions, are we prioritizing the most vulnerable?
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And what about liberation? What role, if any, do DEI practitioners play in liberation? This is a loaded question that leads to a follow-up question. Is liberation a finite point? Liberate means "to free from domination." Are DEI practitioners able to help those who are "under domination" achieve freedom? This weighty question requires further analysis. Some may argue that thinking that one person such as a chief diversity officer or DEI practitioner can help another achieve liberation from an oppressive society is a lofty and unrealistic goal. Erica R. Meiners has written that "liberation under oppression is unthinkable by design." By this philosophy, it is impossible to achieve liberation within a workplace that is oppressive. Are all workplaces oppressive to some extent? One could argue yes. So, the question then becomes: how do we help workplaces to become less oppressive so we are closer to achieving liberation? It's important to consider the sentiments of the Combahee River Collective who stated "if Black women were free, it would mean that everyone else would have to be free since our freedom would necessitate the destruction of all the systems of oppression." By liberating the most marginalized community, all other oppressed communities will benefit. Black women experience some of the severest forms of marginalization and oppression so any liberation strategy must center the needs of Black women and femmes.

"How are we going to create in our communities spaces that allow people real opportunity to heal?" ... [+]
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Healing may provide an integral part of liberation. In Kaba's aforementioned book, she asked "how are we going to create in our communities spaces that allow people real opportunity to heal?" As DEI practitioners, it is important to interrogate ways that healing can be facilitated. Are we studying the ways that trauma impacts marginalized communities? Are we making space to have discourse about what individuals are experiencing and how oppression has and continues to impact their lives? Are we providing opportunities for community care? Are we holding those who cause continued harm accountable for their actions? Are we creating environments that encourage love, compassion, and communication? Are we providing employees with the tools and the language to understand and recognize harm, resolve issues, and reduce future harm? Are we investigating our own internalized oppression and the ways that trauma has impacted us? We cannot help to heal a workplace if we have not healed ourselves first. If we are to move closer to liberation and justice, these are important questions we must consider. Assessing DEI efforts through the lens of justice and liberation provides a necessary framework to guide this work.

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Where Do Justice And Liberation Fit Into Diversity, Equity, And Inclusion?

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This article examines the roles that justice and liberation play within the field of diversity, equity, and inclusion and provides important questions for DEI practitioners to consider.

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Free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export. Easy mindmapping software.

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This is the third edition of Barbara Bassot's hugely popular book, a uniquely inspiring introduction to critically reflective practice. Using bite-sized theory combined with plentiful guidance and supporting activities, this book gives the reader a place to reflect on their learning and use writing as a tool for developing their thinking.

Critical reflection is an essential skill for anyone undertaking qualifying professional programmes such as social work, nursing, health, teaching, childhood studies and youth and community work degrees. Whether being taught as a discrete module or as a major theme embedded in all teaching, this is essential reading for anyone wanting to improve their practice and deliver the best service possible.

New to this Edition:
- Revised throughout to ensure that the research and theory is up to date
- Brand new features - Case Studies and Journal Extracts to prompt further reflection

PART 1: MODELS AND TOOLS FOR REFLECTION
Theme 1, Beginnings
Theme 2, Starting to write reflectively
Theme 3, Learning from experience
Theme 4, The practice of reflection
Theme 5, Building resilience
Theme 6, Assumptions
Theme 7, Ethics and values
Theme 8, Reflecting with others
Theme 9, Creativity in reflective practice
Theme 10, Reflective practice for personal and professional well-being
PART 2: MORE SPACE FOR REFLECTION
PART 3: CAREER DEVELOPMENT.

It adopts a holistic view of reflection and provides a good mix of practical and theoretical strategies to promote reflection and positive action, while the smaller defined sections help you dip in and out quickly.

Richelle Duffy, Senior Lecturer, Department of Nursing, Midwifery and Health, Northumbria University, UK

The Reflective Journal is a highly accessible and practical introductory text for any student who is new to experiential and reflective learning.

Pip Weston, Senior Lecturer in Business, University of Chester, UK

This is a very accessible publication because of the writing style but still with sufficient academic rigour. It has a good structure and it usefully leads the student through the major themes of reflective theory and thinking in a logical order.

Julian Campbell, University of East Anglia, UK

The Reflective Journal is useful as it takes the reader through stages of developing reflective skills. The headings as themes provide a gentle route for the student. It also highlights barriers and blocks to reflection but provides useful tips. It is a very accessible book and its shape and size supports its approach.

Sarah Wilkins, University of Brighton, UK

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This is the third edition of Barbara Bassot's hugely popular book, a uniquely inspiring introduction to critically reflective practice. Using bite-sized theory...

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Slide Deck for Putting Your Beliefs into Your Actions

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Slide Deck for Putting Your Beliefs into Your Actions

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This is the slide deck from my 2023 NYLA presentation