Teaching for

Social Justice:
Getting Started
Kortney Smith
Final Project
TE 872
Outline
● What is teaching for social justice & why is it important?
● Self-reflexive awareness
○ Intersectionality
○ Activity 1
○ Activity 2
○ Reflection
● Social Groups
● 10 Commitments of Multicultural Educators
● Putting it all together
○ Teacher activities
○ Instructional activities
● Resources
● References
What is teaching for social justice & why is it
important?
Teaching for social justice has been an important topic in the past year. Historically,
education has been centered around Whiteness, even though the cultural gap
between teachers and students is growing (Asher, 2007).

As educators, we must acknowledge privileges in our identities and work to teach

our students about the harm that has been done to marginalized communities so
that they can be advocates for social change.
Self-reflexive Awareness
We live in a culture where we fixate on the other in lieu of self-interrogation.
Teaching for social justice should focus on developing a self-reflexive awareness and
teaching should have an emphasis on race, class, gender, sexuality, culture and
language (Asher, 2007). To develop self-reflexive awareness, we need to think about
our intersectional identities.
Intersectionality
Intersectionality means having multiple forms of discrimination and/or privilege
based on the different identities a person has in relation to their social and/or
political affiliation.
Activity 1
Take a moment and think about the multiple identities you have and write them
down. Under each identity, brainstorm different forms of privilege or discrimination
you face.

Example: White Woman Able-bodied Christian Heterosexual

Generational War on my Positive Many people in There is not a

wealth body autonomy representations power hold my war on my
in the media same religious rights as a
Positive I can’t walk beliefs straight person
representations alone at night I don’t have to
in media worry about I can practice I don’t face
Told by media building my religion stereotypes
Institutions in what I should accessibility without being because of my
my favor look like called radical or sexual
a threat orientation
Activity 2
Now think about a person who has differing identities than you and write down the
privileges or discrimination they face.

Example: Black Man Disabled Muslim LGBTQ

Thought of as More men are Negative Not many There is a war

dangerous and in power and representations people in power on their rights
inferior making in the media hold their same as a member of
decisions religious beliefs the LGBTQ
Less likely to They have to community
have Not fearful of worry about Seen as a
generational being attacked building threat to society
wealth for what they’re accessibility
wearing Media says
More likely to People see they’re
have less them as inferior dangerous
resources
Reflection
Look at your identities and that of another person. How are the privileges and
discrimination the same or different? Why is it important to examine our identities
as educators and members of society?
Social Groups
You may be thinking, “Barack Obama was president and he’s black,” or, “I have an
openly gay professor who still got tenure.” Of course, there are always exceptions to
the rule, but it is important to look at identities in relation to social groups. Is the
Black community as a whole afforded the same opportunities? Does the LGBTQ
community as a whole have the same rights and support as heterosexual people?

It is important to understand that there are exceptions, but the patterns of

oppression are consistent and well documented because of structural barriers
(Sensoy & DiAngelo, 2017).
10 Commitments of Multicultural Education
Gorski (2011) lists 10 commitments for multicultural educators who strive to teach for social
justice.
1. Commit to working at intersections
2. Consider the sociopolitical context of schooling
3. Refuse the master’s paradigms
4. Never reduce multiculturalism to cultural activities or celebrations (e.g. Cinco de Mayo
celebration-harmful and perpetuate stereotypes)
5. Never confuse multiculturalism with universal validation
6. Resist simple solutions to complex problems
7. Be informed!!! Do your research - learn and ulearn harmful ideologies
8. Working with and in service to disenfranchised communities
9. Reject deficit ideology
10. Put justice ahead of peace
Putting it all together - teacher activities
● Engage in reflective thinking and writing
● Explore your personal and family histories
● Acknowledge your membership in social groups
● Learn about history of diverse groups
● Visit families and communities
● Develop appreciation for diversity
● Participate in reforming the institution

(Richards, et al., 2007)

Putting it all together - instructional activities
● Create a safe space for your students
● Find materials and activities that are inclusive of EVERYONE (not just those in
your class)
● Promote equity and mutual respect
● Foster positive relationships
● Educate your students about the diversity of the world around them
● Encourage critical thinking
● Assist students in becoming socially and politically conscious

(Richards, et al., 2007)

Resources
Below I will list some great resources to help you on your journey towards teaching
for social justice-wherever you are!
● Teaching with Conscience in an Imperfect World: An Invitation by William
Ayers
● Is Everyone Really Equal?: An Introduction to Key Concepts in Social Justice
Education by Ozlem Sensoy & Robin DiAngelo
● What If All The Kids Are White?: Anti-Bias Multicultural Education with Young
Children and Families
● We Want To Do More Than Survive: Abolitionist Teaching and the Pursuit of
Educational Freedom by Bettina L. Love
● Social Class and the Hidden Curriculum of Work by Jean Anyon
References
Asher, N. (2007). Made in the (Multicultural) U.S.A.: Unpacking tensions of race, culture,
gender, and sexuality in education. Educational Researcher, 35(2), 65-73.

Brown, A. F., Forde, T. B., & Richards, H. V. (2007). Addressing Diversity in Schools:
Culturally Responsive Pedagogy. Teaching Exceptional Children, 39(3), 64-68.

Gorski, P. (2011). Ten Commitments of a Multicultural Educator. Intercultural Education.

Sensoy, Ö., & DiAngelo, R. J. (2017). Is Everyone Really Equal?: An Introduction to Key
Concepts in Social Justice Education (2nd ed.) New York, NY: Teachers College Press.