ERIC EJ1150937: 3-C Models Teaching Tools to Promote Social Justice

2017·0.19 MB·English

by  ERIC

3-C Models
Teaching Tools
to Promote Social Justice
aretha faye marbley, Leon Rouson, Hansel Burley,
Wendy Ross, Fred A. Bonner II,
Ian Lértora, & Shih-Han Huang
Introduction to understand the importance of inclusiv- community, such as HBCUs, Historically
ity, the need for cultural competency and Black Greek Letter Organizations (HBG-
Nearly a hallf a century has passed
multicultural ethical guidelines, culturally LOs), and the Black Church.
since multiculturalism made a forceful
responsive practice, and the critical role Nevertheless, since the debut of the
entrance into the academy, specifically in
diversity plays in the survival of their multicultural movement in counseling and
the fields of mental health and education.
individual fields of study. education (Pedersen, 1999), predominantly
The term diversity followed multicultur-
Although there remains some friendly White institutions (PWIs) have attempted
alism closely, gathering other oppressed
debate within academe in the United to be more inclusive and increase aware-
identities (aging, socioeconomics, gender,
States on the origin of multicultural- ness of multicultural issues by adding
religion, sexuality, and disabilities) under
ism—for example, as to whether the field more cultural diversity programs and
its umbrella. In addition other academic
of counseling or the field of education is courses. They have also, without much suc-
disciplines (medicine, law, humanities, so-
the forerunner of the multicultural move- cess, beefed up initiatives to recruit more
cial sciences, and natural sciences) joined
ment—there is little doubt that social international students and students of
the multicultural movement as they began
justice as a movement predates the mul- color (antonio, 2003; Banks, 2004; Jackson,
ticulturalism movement. In some form or 2006; Merryfield, 2000; Smith, 2004).
aretha faye marbley is a professor
another, both diversity and social justice More recent literature examining the
of counselor education
are global phenomena and have been effects of academic climate on the success
in the College of Education
around forever. of diversity groups calls for more to be
at Texas Tech University, Lubbock, Texas.
In its more contemporary form, the done than just adding diversity courses
Leon Rouson is a professor
multiculturalism movement, hand in hand and hiring more women and people of
in the School of Education
with social justice, can be traced to the color; rather, it is imperative to create
at Norfolk State University, Norfork, Virginia.
Black, Civil Rights, and feminist move- welcoming, growth-oriented, and sup-
Hansel Burley is a professor
ments and other social justice initiatives portive campus environments conducive
of educational psychology
of 1960s in the U.S. Social justice efforts to academic success (Adams, Bell, & Grif-
in the College of Education
are ingrained in historical milestones that fin, 2007; Cleveland, 2004, Cureton, 2003;
at Texas Tech University, Lubbock, Texas.
have brought equity and equality to many Herndon & Moore, 2002; Neville, Heppner,
Wendy Ross is a professor of law
marginalized citizens in the U.S., such as Ji, & Thye, 2004; Turner & Myers, 2000;
at Texas Tech University, Lubbock, Texas.
the advent of schools for Black children Wallace, 2000).
Fred A. Bonner II is a professor
and the Historically Black Colleges and Nevertheless, equiping future profes-
and endowed chair of educational leadership
Universities (HBCUs), as well as those sionals and educators with critical global
at Prairie View A&M University,
initiatives outside of our country such as multicultural competences and skills
Prairie View, Texas.
movements of European migrants into to work with people from diverse back-
Ian Lértora is an assistant professor
western English-speaking countries. grounds is a challenge for both PWIs and
of counselor education
For African Americans, most of these HBCUs. In important ways, the teaching of
in the College of Education
elements of social justice and radical and diversity and multiculturalism is so closely
at Texas Tech University, Lubbock, Texas.
revolutionary movements emerged out of intertwined with issues of oppression and
Shih-Han Huang is a Ph.D. candidate
the indigenous systems, the powerful spiri- privilege that it becomes inseparable from
in counselor education
tual entities within the African American the need to teach social justice (Goodman,
and a research assistant in Taiwan.
MULTICULTURAL EDUCATION
2
2011; Kumagai & Lypson,, 2009). In this systems in order to ultimately call our stu- also multidimensional. Perhaps self-author-
article, social justice is defined and con- dents toward actions that eliminate social ship is a prerequisite of cultural intentional-
textualized in different ways depending injustices for the individuals they serve. ity, in that one needs a defined sense of self
on each authors’ academic discipline and This includes multicultural counseling to appreciate the need to intentionally seek
institutional type. competences (Sue, Arredondo, & McDavis, knowledge and gather the skills to work
For us, as African Americans and 1992), self-authorship and college student with differences. The person who acts with
international citizens, multiculturalism development (Baxter Magolda, 1998, 2001; intentionality is a fully functioning person
and social justice naturally go together. Kegan, 1982), cultural intentionality (Ivey, who has a sense of capability.
In that manner, introducing social justice Ivey, & Simek- Morgan, 1993), and woman- Further, a person who acts with cultural
to all students (regardless of grade level) ist and feminist pedagogy (Walker, 1983; intentionality is armed with a variety of
is important. We also use our knowledge Webb, Allen, & Walker, 2002). thoughts, words, and behaviors, and as a
of teaching diversity as a logical stepping result is capable of generating alternative
Cross Cultural Competencies: Sue, Ar-
stone to teaching social justice to graduate behaviors in a given situation. They are
redondo, and McDavis’ (1992) standards
and professional-level students. In essence, also able to approach a problem from dif-
for multicultural competence is one of
the models for teaching diversity presented ferent vantage points in order to effectively
the frameworks that underpinned the
here can also be used as a tool to take stu- communicate with, formulate plans, and
social justice models. It is a 3 by 3 matrix
dents to the next level of transforming their act on many possibilities affecting individ-
of cultural competencies that consists of
discipline to meet the needs of clients from uals from diverse culture backgrounds.
roughly 31 multicultural competences
oppressed backgrounds. In essence, self-authorship and cultural
that we have used to understand our
Thus, the major objective of this article is intentionality are a dynamic duet, not just
characters’ awareness, attitudes, beliefs,
to introduce an adaptable model (Marbley, an individual characteristic, but rather a
knowledge, and skills. One angle pro-
Burley, Bonner, & Ross, 2010) with an array quality shaped by the environment. Thus,
vides the three essential characteristics
of strategies from the authors’ experiences we believe that college students armed with
that professionals need to be culturally
teaching diversity that can be applied to self-authorship, cultural intentionality,
competent and the other angle provides
teaching social justice. These strategic and multicultural competency skills, re-
the three dimensions of cultural compe-
models and conceptual frameworks emerge spectively, are better prepared to and more
tence—awareness of their own beliefs and
from the authors’ disciplines and their willing to attack social justice issues.
values, awareness and knowledge of their
personal experiences as African American
characters’ worldviews, and appropriate Womanist and Feminist Pedagogy:
faculty teaching in PWIs and a HBCU.
intervention skills. Womanist, coined by Walker (1983), is a
This approach is one that can be helpful to
darker shade, more spirited and inclusive
instructors, regardless of discipline, as they Self Authorship: Self-authorship is
form of feminist research and praxis that
teach courses related to diversity, multicul- defined as “A relatively enduring way
more closely captures the African Ameri-
turalism, and social justice. of orienting oneself toward provocative
can culture. According to Walker, “Woman-
Further, the article will provide a situations that includes recognizing the
ist is to feminism as purple is to lavender”
framework for instructors to evaluate their contextual nature of knowledge and bal-
(pp. 11-12). Nonetheless, Webb, Allen, and
personal approach to teaching diversity ancing this understanding with one’s own
Walker’s (2002) six basic principles of femi-
and social justice. It is particularly useful internally defined beliefs, goals, and sense
nist pedagogy— (a) reformation of the rela-
in understanding some of the resistance of self” (Baxter Magolda, 2001). In essence,
tionship between professor and student, (b)
and negativity that are inherent in courses it is a complex process of reorganizing one’s
empowerment, (c) building community, (d)
that challenge students’ values and belief values, beliefs, and thoughts in a way that
privileging the individual voice, (e) respect-
systems. Women and people of color who invokes loyalty, trust, and fidelity to oneself
ing personal experience in its diversity, and
teach these courses may find that the au- and one’s own judgment.
(e) challenging traditional views of theory
thors’ stories affirm and validate their own According to Baxter Magolda (1998),
and instruction—can be potent ingredi-
experiences in both PWIs and HBCUs. college students’ self-authorship occurs in
ents in teaching social justice. In essence,
Accordingly, this article provides a three distinct phases leading to a mature
feminist pedagogical principles challenge
snapshot of a social justice, philosophi- graduate: (a) following external formulas,
the Eurocentric teaching and traditional
cal, pedagogical, and practical conceptual (b) the crossroads, and (c) becoming the
pedagogy, praxis, and theory and allow for
framework for teaching social justice to author of one’s three dimensions (cognitive,
more culturally specific pedagogy.
culturally diverse college students which intrapersonal, and interpersonal). Devel-
Further, feminist frameworks embrace
those students in turn can use to teach opmentally, students advance through
diversity and respect the experiences
their students and clients to analyze sys- ways of knowing that are absolute know-
culturally diverse students contribute
tems of inequality and discrimination. ing, transitional knowing, independent
to classroom learning which creates an
knowing, and contextual knowing. As a
authentic collaborative learning environ-
Frameworks result, Baxter Magolda (1998) describes
ment. Lastly, feminist pedagogy expands
for Teaching Diversity self-authorship as “the ability to collect, the college classroom beyond the univer-
interpret, and analyze information and
We codified our teaching diversity into sity walls, bringing voices other than those
reflect on one’s own beliefs in order to form
a 3-C Perspective Model and now apply of White men to the table, helping to foster
judgments” (p. 143).
that model to teaching social justice. The and develop a sense of community.
3-C (Context, Characters, and Curriculum) Cultural Intentionality: Like Baxter Because of innate differences between
perspective model draws from several the- Magolda’s (1998; 2001) concept of self-au- cultures, we make no wide claims, but
oretical traditions (curricula) that we have thorship, Ivey and others’ (1993) cultural rather we offer strategies and techniques
used to simplify teaching about differences intentionality practice for incorporating for teaching social justice from these per-
and social justice and challenge value diversity in thought, feeling, and behavior is spectives as African American faculty who
WINTER 2017
3
work in two different settings. The readers that we must now move our teaching from (context) to graduate students and clinical
are invited to borrow from our models, theo- just knowing about our differences to doing interns (characters). The first R refers to
retical traditions, philosophies, and critical something about the social injustices; first relationship and the curvilinear and sinu-
reflections on teaching social justice. in own academic fields, those in the acad- ous role that developing strong relation-
Fundamentally, our models hold uni- emy itself; and then to the ones existing in ships plays in teaching social justice. This
versal truths that will draw out head nods our neighborhoods and country. We must means we must grow healthy, egalitarian
from women and people of color, regardless proceed to rectify the historical, pervasive, relationships that are respectful in nature,
of their academic discipline or their insti- insidious injustices, and then, perhaps, we diverse in actions and thoughts, and yet
tutional types. We hope our experiences can create a space to address global social passionate about changing injustices. I
afford a much needed affirmation and injustices. believe that as educators for social justice,
validation to those women and professors Today, many college campuses and we become models for those we teach, so
of color who challenge the value and belief professional organizations are pushing that they will be able to do the same with
systems of students at both PWIs and social justice rather than promoting social those that they serve, help, and teach.
HBCUs as well as to help to improve their justice, either defining it substantively or The C refers to collaboration—the need
teaching about social justice. studying it as an important topic for a well- to develop creative partnerships that pro-
Each of the following sections begins rounded college education. Yet, those of us mote engagement outside of the classroom
with the authors’ philosophies of teaching with oppressed identities must work to (such as those with communities and cor-
social justice, followed by an overview of prevent the condescension of teaching so- porations) by valuing culturally different
their individual frameworks using the 3- cial justice. This is similar to the rationale approaches to learning social justice such as
C perspective, and ending with a personal and justification institutions have used for collectivistic and village (it takes a village)
critique of their individual models. having integration and, to some degree, approaches. This means embracing views
the one used for offering diversity courses. from non-western cultures and communi-
First Model I see diversity courses being offered in ties of color and feminist paradigms, such
response to ethical codes, legal statutes, as what feminism refers to as self-in-rela-
— aretha faye marbley —
and accreditation mandates rather than tion, where the “primary focus is on group
The Truth Is a Constant— because of their intrinsic necessity. goals with a strong orientation toward
It Is Our View of the Truth That Changes Further, social justice and diversity interpersonal cooperation and in-group
courses should not be just squeezed in or interdependence” (Lee & Kelly, p. 254).
From a teaching perspective, social
seen as charity for the oppressed; rather, The last R stands for reciprocity—the
justice is diversity in action—putting your
they must be courses of integrity and ones giving back to and not just taking from
money where your mouth is. Though often
that honor integrity—viewed and taught or exploiting the people we learn from.
painful, I have taught or co-taught diversi-
to students from diverse backgrounds Innately, to be a social justice advocate or
ty courses in counseling and education for
as their inalienable right. I believe that activist means one tries to make right the
nearly 25 years. I have watched the field of
perhaps covertly and in the subconscious historical social injustices; thus, educators
diversity and multiculturalism evolve into
of academe these courses have very little are to be givers and not just takers and ex-
a knowledge base and find its niche.
academic value, and as such, they are pri- ploiters of those who allow us to observe,
On the one hand, I have watched with
marily assigned to people of color (often study, and learn from their misfortunes
anger as women and people of color, regard-
with no content knowledge of the subject) and their experiences.
less of their level of expertise, are assigned
and not to White people. From a 3-C perspective, the model is
(or forced) to teach diversity courses. There
At the end of the day, higher education the curriculum, and expanding settings for
seems to be an erroneous underlying as-
simply continues to be one of the institu- teaching diversity and promoting diversity
sumption that being of color and female
tions guilty of social injustices. Social are the context. As I moved from teaching
qualifies an instructor to be an expert on
justice must first pervade in the academy. diversity to teaching of social justice, what
teaching these courses. On the other hand,
Thus, philosophically, I boldly proclaim has shifted are the characters, which are
I have also witnessed some instructors do
a commitment to social justice through not only my graduate students and clinical
a superb job teaching this passionate and
the telling of the truth, not my view of the interns, but what has become, in essence,
highly emotionally charged course, while
truth, but the ageless truth, the one that a world platform. The characters (agen-
others, especially those without the content
does not change. In addition, being com- cies, communities, businesses, churches,
knowledge, butcher it, harm the students,
mitted to the truth (like social justice) schools, and institutions of higher educa-
and to a lesser extent cause some students
is painful. It sometimes means silencing tion) are now the key players, steeped in
(specifically White students) to leave the
some voices in order to let the voices of and the objects of both the relational and
course very angry.
the oppressed, not my privileged voice, the collaborative aspects of this model.
Modestly, as a social justice academic
be heard. It demands that I, without fear, They include those who are oppressed,
instructor who is knowledgeable of and
though not without repercussions, use that those who are privileged, and those in-
embraces a variety of pedagogical para-
truth to challenge and change the narrow volved in eliminating social injustices.
digms and ideologies such as critical race
sensibilities and insensibilities of my stu- I begin the course by sharing some of
theory, feminism, and multiculturalism,
dents and colleagues. my work and my journey as a critical so-
and one who is culturally competent, I do
cial justice activist scholar and servant. I
a good job! From that perspective, I have
RCR Model require my students to read the first five
come to accept the limitation of learning
chapters of the textbook, Promoting Diver-
about diversity only from the viewpoints The Relational, Collaborative, Recipro-
sity and Social Justice (Goodman, 2011)
of differences (looks, values, cultures, ex- cal (RCR) model (curriculum) emerged out
and I integrate other pertinent readings
periences, physiology, biology, and beliefs) of my experiences as a counselor educa-
throughout the course. During the second
and the need to take teaching diversity to tor and a licensed professional counselor
class session, students are placed into
the next step—social justice. That is, I feel teaching counseling and diversity courses
MULTICULTURAL EDUCATION
4
groups. Each group selects a topic about scholarship base. At the end of the course, I allow my students to rethink, reshape,
social injustices, conducts an interactive although there are no well-defined outcome and re-engineer their approaches to differ-
Power Point presentation with the class, measures, my students are transformed by ences and the many ways to honor and cel-
provides resources, and brings in a profes- the course. It is my job to provide them with ebrate those differences in the classroom
sional guest speaker(s) who works in that the tools to transform; it is their job to roll setting through real and concrete means.
area of social injustice and who has person- up their sleeves and go to work. At the end The integration of teaching diversity and
ally experienced that social injustice. of the day, I give myself a C so I won’t forget social justice is a natural fit. I encourage
There are three action plan assign- to see all the work that is left to do. my students to free and open their minds,
ments that are geared to take social justice dispositions, attitudes, experiences, fears,
beyond the classroom into the community Second Model preoccupations, gifts, thoughts, ideas,
to give students: (a) a first-hand experience expressions, and beliefs. I provide my
— Leon Rouson —
of people who are suffering and oppressed; students opportunities and engagement to
(b) experience collaborating with agencies If the Truth Be Told see and witness the truth, if it be told. In
and organizations focused on eliminating essence, that is the mental foundation for
I am an artist and a mathematician
social injustices; and (c) experience devel- conceptualizing both diversity and social
by nature, and a school teacher at heart.
oping professional partnerships with oth- justice.
The artist side of me reveals the truth and
ers with a similar social justice mission. My philosophical foundation for di-
progressive elements in my expressions
This collaborative reciprocity model versity and social justice is rooted in an
and thought processes, and the mathe-
of teaching diversity and instilling social excerpt from a 1963 commencement speech
matician portion releases the logic, order,
justice is simple, but not easy. For educa- delivered by President John F. Kennedy at
and sequence that frames my ideas and
tors and scholars committed to leveling American University:
arrangements. The school teacher piece
the playing field and righting the wrongs,
embodies my role as a professor at the So, let us not be blind to our differences—
social justice requires making major
university and enables me to support and but let us also direct attention to our
sacrifices. In essence, it requires that we
uplift my students as humans, individuals, common interests and to the means by
African American social justice folk give up and many times in circumstances that are which those differences can be resolved.
and give away something. “To whom much beyond their control. And if we cannot end now our differences,
is given, much is required” (Job 4:14). In at least we can help make the world safe
The artist, mathematician, and school
essence, social justice is an action verb! for diversity. For, in the final analysis,
teacher parts combined allow me to inspire
our most basic common link is that we all
and motivate my students at a highly cre-
inhabit this small planet. We all breathe
A Critical Reflection of the RCR Model
ative level, not only to respect their differ- the same air. We all cherish our children’s
Cultural competencies are a prerequi- ences, but also to challenge the system to future. And we are all mortal. (Lieberson &
site and, in rare instances, a co-requisite avoid oppression and injustices. I believe Goddard, 1965)
to social justice. Students in my introduc- the notions of diversity and social justice
This necessary end can be accomplished if
tory diversity course become culturally are directly related to freedom and rights
the truth be told in the teaching of diversity
competent by becoming aware of different (human, civil, and constitutional) for all
and social justice to pre-service elementary
cultures and gaining the knowledge and people. Thus my approach to teaching
school teachers.
skills to work with people from diverse diversity and social justice was derived
backgrounds. At the end of the diversity through my own personal view of seeing
REE-RA Model
course, my students are required to iden- the world.
tify and contract to do a social justice I believe as a teacher I can help my I teach preservice elementary teachers
initiative in an area of interest—such as students appreciate, respect, and honor (characters) at both the undergraduate
housing, health care, education, or criminal individual differences—which I see as and graduate levels. The majority of my
justice—after the course has ended. central to diversity training and aware- students are urban and African American.
In action, social justice is comprised ness. Taking it to the next level involves Many of my students attended majority
of advocacy, political and policy change, teaching for change and activism as it African American high schools, and have
organizational realignments, self-reflec- relates to diversity disadvantages. This is done most of their teacher education
tion with change, and a thirst for justice how social justice joins the bandwagon of observations at urban majority African
for all. Although students of all ages and diversity awareness. American schools. So in some ways, their
grade levels can and should be taught Specific efforts are made in teaching broader view of diversity is very limited in
social justice, developmentally graduate social justice within the context of diver- the big picture of multicultural education
students who have had one or more courses sity. Teaching for social justice requires and social justice. Most often their view re-
in diversity are advanced and are more an involved stance, a bifocal mode that volves only around race and socioeconomic
primed for a social justice course. They gravitates between diversity and social status. My students often become engaged
not only know why social justice matters, justice. It is a stance that focuses one eye and/or outraged when we discuss differ-
they value differences and recognize social on the students and asks hard questions ences and injustices and their implications
injustices, and are better able to tackle such as: Who are they? What are their ob- for teaching and learning (context).
social injustices. jectives, goals and visions, their fears and The Reflection, Equity, Evaluation—
My course is geared to not only pick up pre-occupations? What strengths, weak- Recognize, Agent (REE-RA) model (cur-
where a diversity course ends, but to propel nesses, and barriers does each one have in riculum) illustrates how I teach diversity
students beyond a social justice course into the classroom? At the same time the other and social justice to preservice elementary
a life-time commitment to social justice is- eye looks closely at the oppression cycles teachers. In the REE-RA model the first
sues. Further, teaching social justice, unlike of the students, including their historical R stands for reflection (to rethink). The
diversity, means teaching without having origins, cultural surround, and economic reflection stage combines the students’
a strong knowledge or well-developed reality. personal past and current experiences
WINTER 2017
5
with specific diversity issues and concerns. the midst of teacher accountability and Third Model
In the reflection stage I give students an assessment. Research clearly supports — Wendy Ross —
opportunity to reflect on their own expe- the position that students achieve higher
riences in personal journals and in group levels of learning when they have feelings Opening the Mind
discussions after each class session. of inclusion, importance, and significance The clinical law course that my col-
The first E stands for equity (to re- in the processes of teaching and learning. league and I co-teach is geared toward rep-
shape). In the equity stage, I allow my My concern is whether the information, resenting indigent populations—providing
students to write and analyze lesson plans opportunities, and experiences in my model quality representation to indigent persons
in a measurable and equitable sense for will allow my students to apply their under- involved in civil law matters. As such, so-
fairness and inclusion as they relate to standing of diversity and social justice to cial justice is an inherent component and
diversity. Also in the equity phase, my their real teaching and learning approaches the primary goal of this course, and I feel
students have to incorporate at least three in the classroom. I wish I could somehow it is my responsibility to invoke a passion
art forms from different cultures in three eliminate the disconnectedness between and a commitment to protecting the legal
different lesson plans and present two of theory and practice. The process of teaching rights of the poor.
them to the class to expose cultural dif- and learning is so important and precious, Social justice requires that the playing
ferences through the arts. and as school teachers we sometimes get field be level and fair. It means one must
The second E stands for evaluation (to caught up in the moment and lose focus on advocate for a blind justice—one without
re-engineer). In the evaluation stage my truth and change factors. favoritism and bias. In order to truly un-
students have to create a rubric to evalu- It would be most effective if my students derstand the role of an advocate of social
ate lesson plans to measure the effective- could learn in real situations with real di- justice, one must understand that it is
ness and usefulness of the content and versity and social justice issues, problems, not static. It is not a concrete or absolute
approach to accommodating and honoring and concerns. I probably need to spend concept. For justice means different things
differences. I then require that my students more time helping students understand to and for different people. It means that
critique and score their own lesson plans and transfer essential concepts that relate one is charged with helping the client in
and others to assess effectiveness as it to diversity and social justice, and allow many ways.
relates to differentiation and diversity them to connect those concepts more to This includes helping the client to define
in their preservice teaching and learning their own lives and experiences. justice according to how the client under-
process planning. Thus, there is much complexity in teach- stands it, and helping the client accomplish
The last R stands for recognize, and ing diversity and social justice. Teaching his or her goal. It means helping the client
the A stands for agent. According to Ayva- diversity and reaching for social justice find his or her voice and be a participant
zian (2001) there are seven general social demands a sacrifice, but it also brings in his or her legal problem. Therefore, to
structures of oppression: race, class, gender, with it a cost for me as a teacher; it creates be an effective agent of social justice, one
(dis)ability, sexuality, appearance (age), both an emotional charge and a drain at must be willing to step outside the natural
and religion. All my students have to se- the same time. There never seems to be tendencies of paternalism to accomplish
lect a decade in the twentieth century and enough time and space to uncover and justice as defined by the client. Of course,
analyze at least three social structures of discover all the major issues and factors this also must be within legal and ethical
oppression that were prevalent during that in areas such as identity theory, cultural boundaries as well.
decade. My students next develop a social relevance, discrimination, disparity, and In my practice as well as in my teaching,
justice plan for that time period aimed at protection (legal ramifications). justice is not about playing it safe. For me,
eliminating the oppression and challenging My REE-RA model only touches the justice sometimes means that you must
an oppressive system. surface and could be much more expan- fight for some unpopular people (or less
In addition, my students have to create sive to include even more challenging and fortunate) and unpopular positions. Some-
lesson plans that reflect diversity and so- disruptive principles regarding cultural times my clients are not always thankful
cial justice influences within specific cycles differences and civil justice. I would like to or deserving. However, as an advocate and
of oppression. Consequently, they acquire develop a gauge to measure the change in as their attorney, it is my job to make sure
content and pedagogical knowledge at the my students’ dispositions and approaches that I represent my clients to the best of
same time that they recognize injustices. related to diversity and social justice con- my ability—showing up and fighting hard
Ultimately my students are able to connect structs after completing my course. This without expecting thanks or gratitude.
teaching and learning with diversity and gauge could also be used to measure my Social justice demands that each client’s
social justice. That is the critical mission realness and effectiveness in getting across voice is heard and not silenced. These
in my REE-RA model. the essential components of teaching diver- clients should be given an opportunity to
sity and social justice with the intention to make their voice known. Attorneys rep-
A Critical Reflection celebrate differences, interrupt oppression resenting poor clients must show up for
of the REE-RA Model and invent strategies to counter it, and the fight. Sometimes, this is as simple as
One of the goals of multicultural educa- work as true agents of change. I believe helping clients get an opportunity to tell
tion and social justice is to transform the I can be what I teach if the truth be told their story in court.Unfortunately, I have
teachers and schools so that all students, in this dynamic process of teaching and lost a few battles along the way, but overall
including students of different genders, learning. I feel the greater good has been served. In
LGBT students, exceptional students, and the end, true social justice is about doing
students from diverse cultural, social-class, the right thing and helping each client to
racial, and ethnic groups, experience an say what is right for them and teaching
equal opportunity to learn (Banks, 1993). students to respect and protect that right.
In today’s school culture, student learn-
ing and achievement is paramount in
MULTICULTURAL EDUCATION
6
SMBP Model: An Impetus of Change to convey the client’s story and advocate With this in mind, social justice teach-
for the client’s goals. ing is never neutral or passive. History,
The Social Mirroring Bias and Privilege
deterministic economic ideologies, and
(SMBP) model I use serves as an impetus
Personal Critique of the SMBP Model our own personal histories frame social
for change through which I teach clinical
justice. Philosophy, psychology, and state
students about social justice. The SMBP Teaching social justice in a clinical law
policy intersect on various levels, making
reveals how the law is a reflection of us class is often different from teaching other
the issues of social justice even more com-
as individuals and society as a whole. The law classes. In the process, an instructor
plex. This complex knot is always present
law reflects not only our values and our uses mostly unorthodox methods to teach
in the classroom. For example, Steele and
experiences, but also our prejudices. With students. Also, students are challenged
Aronson (1995) found that the ethnic com-
respect to the 3-C format, in my model the (sometimes uncomfortably) to deal with
position of a room can affect performance
curriculum is the clinical class. The charac- their own biases and ideas in order to
on a test. In their study, African Americans
ters are the students and their clients. The become an effective lawyer for their cli-
underperformed when told that African
context is the classroom and the courtroom ent. A lawyer who is an advocate for the
Americans typically performed poorly on
and other settings impacted by me and my true meaning of social justice is one who
the test in question. The goal of my di-
students’ transformation. embraces a justice that includes people of
versity course is to help future educators
I co-teach this course with another clini- diverse backgrounds and problems.
and educational leaders understand that
cal faculty member. We begin the process of It is here—i n the justice for all people—
the classroom is society in microcosm. For
helping each student look at the indigent that I see major transformations. Students
social justice to work in society, it first must
world of the clients we represent in our may experience glimpses of realities that
work in the classroom.
clinic in a different way. This process starts may be different from their own. It is here
Therefore, in enhancing individual
during our clinical student orientation. in the space of justice that we see students
differences, I help students construct their
This is where we begin to mold students’ grow. In the process, there is a metamor-
personal responses to social justice issues.
compassion for social justice through the phosis—their eyes are opened.
Using increased academic performance of
use of Power Point presentations, lectures, Accordingly, students are able to help
children as the goal, I help graduate stu-
and video clips. These lectures focus on open the eyes of others (peers, friends,
dents assess themselves, including their
problems particular to the indigent popu- and clients). No longer are they blind to
personal histories and philosophies, so that
lation and their way of life. In doing so, it other worlds and people. They realize
they can disentangle the knot that is social
helps the students see the client’s legal that everyone has a story to tell. They
justice, and in any context, take positive
problem through the eyes of the client, understand that justice may be different
action on the behalf of a child. My aim is to
thus exposing them to worlds that may be to each individual. Thus, they are able to
help students to analyze their own general-
different from any they may have known effectively represent their client and com-
izations about a situation and to accept the
or have been exposed to before. municate their clients’ stories. It is through
need for social justice as it presents itself.
Some of the tools we use to introduce this understanding that my students and I
For example, one graduate student created
students to social justice include simu- are able to truly exemplify and embody the
an afterschool program that used hip hop
lations or legal problems. Students are concept of being agents of social justice.
music to teach social studies, writing, read-
required to play the role of either the client
ing, and music. He used this approach after
or the attorney advising the client or as Fourth Model
studying the lived culture of his students
the client’s advocate in the courtroom. It
— Hansel Burley — and after working in the community.
is here that we hope to break down pre-
Additionally, he reflected on his own
conceived images of the poor and encour- A Philosophy That Enhances
past, and that of his family and community,
age students to foster a relationship—a the Individual
to make sure that he would have strategies
relationship where the student tries to
I believe that an instructor’s response for dealing with his own personal issues
understand the client and the client’s case.
to social justice issues must go beyond a which could surface at the most inconve-
This enables students to push for the client
curriculum that transmits culture (core nient times. In fact, he learned to expect
and the client’s goals. Students are taught
curriculum) and even beyond one that that striving for social justice would be
to avoid paternalism—making decisions
transforms culture (simple multicultur- surprising and stressful, and that he must
based on what the student believes is best
alism) to one that enhances individual make a habit of being persistent in the
for the client according to the student’s own
differences (Burley, 1996). I believe that face of the many challenges that he faced.
biases, beliefs, or background.
successful student learning is a complex Therefore, I tell all of my graduate students
Finally, students demonstrate their
process bound in each student’s perception to have a portfolio of positive responses to
knowledge and understanding of social
and response to the various teaching and the reactionary forces that almost certainly
justice through case rounds and represen-
learning contexts. will appear when they are helping disen-
tation in the courtroom. The case rounds
An effective response must address franchised people to achieve.
force students to share their client’s cases
and shape students’ perceptions of and
and stories with their fellow classmates.
response to the hostility of majority he- Social Justice
Here, students learn vicariously the var-
gemony. This is particularly important
ious lessons and stories of other clients. I framed my 3-C model around re-
in a world where ideology is the product
In the courtroom, students are taught sistance and resilience. By requiring
of economic interests (Beard, 1913), and
that social justice requires that they step students to observe authentic cultural
these interests may not have in mind the
outside of themselves to be their client’s events and interview minority elders and
best interests all. The measure of success
voice and articulate their client’s story children, I have seen many students begin
is to see improved academic performance
and interests. In this process, students to break down walls erected by the driving
of students in public schools, regardless of
are forced to set aside their prejudices and culture of American narcissism (Lasch,
their social standing.
walk in their client’s shoes as they strive 1979) in their personal lives. Through
WINTER 2017
7
these activities, students begin to think munities. As the educator becomes an asset As a consequence, faculty and students
about how to form relationships across the to families, children become resilient to often don’t see, hear, or feel oppression.
societal hierarchy. the effects of oppressive majority cultural Some are essentially blind to the differ-
Many in class immediately realize that characteristics. ences, issues, disparities, and concerns
they do not have these relationships, nor They report that striving for social jus- that must be confronted and combated
do they possess the skills to form such tice pays well with positively changed lives first within their own institution and then
relationships. We work on that. Some in both the minority and majority communi- beyond. Yet today, HBCUs’ mission to serve
always make it clear that despite the ties involved. I have learned that it is these still translates into making sure African
fact that they have pledged to serve all students who set the standard. While I Americans and other oppressed people
students, they have no interest in forming would like all students to be so transformed have access to a better life through quality
relationships with the poor, minorities, or by the experience of my course, I know that, education
the disabled. in truth, there are few guarantees when Years back, Black folk used to purchase
For those who can form these relation- working for social justice. ice from the Whites instead of their own
ships, we discuss how educators need to race because it was thought that the
collaborate with various community agen- The Other Ice Ain’t Cold: Whites’ ice was colder. Similarly, Rouson
cies and resources to solve problems and believes that Blacks at HBCUs sometimes
Historically Black Colleges
celebrate triumphs. Collaboration is a pos- believe that White people’s ice is colder at
and Universities
itive approach to resisting the relentless HBUCs. In reality, he discovered that the
negative expectations of poor, minority, and Although our experiences as Black fac- other ice “ain’t” colder, but it only seems
disabled students. Finally, I have found ulty are similar, we know that because of colder in our minds.
that these collaborations produce resilient the context, social justice in HBCUs and
action, like the creation of a communi- PWIs is vastly different. Thus, social justice Summary
ty-based afterschool tutoring program or at HBCUs is an important topic that war-
and Recommendations
simple meetings with parents—away from rants attention.
intimidating school walls—just to make HBCUs were historically among the From our four narratives, you can see
sure that parents understand their rights, first responders and at the forefront for that these African American authors are
the effects of decisions, and school politics. social justice and progressive change in no strangers to social justice. We who are
Students who have moved to this level the African American community. In fact, faculty members at PWIs face social justice
speak about the reciprocal nature of these they were founded on a social justice plat- challenges because of our race and gender.
relationships. As the educator becomes an form of educational and economic equity, In contrast, Rouson, a faculty member at
asset to families, students become resilient and their mission to serve simply acts on an HBCU feels largely sheltered from the
to the effects of oppressive majority cultur- their founding principles and their vision harsh reality of the social injustices. None-
al characteristics. for social justice (Allen & Jewell, 2002; theless, HBCUs as opposed to PWIs have
Renzulli, Grant, & Kathuria, 2006). As ad- fewer inequities and the campuses provide
A Critical Reflection— vocates for social justice, they have taken affirming cultural environments where
How It Has Worked in the Classroom the lead on complex issues of social justice African Americans get to see people who
such as fundraising, leadership, student look like them and share their traditions
My experience as a diversity educator
activism, poverty, and student and civil and culture.
has been less than perfect. The majority
rights (Brown, Donahoo, & Bertrand, 2001; As evident in our different approaches
of students in my diversity class fall
Gasman, Baez, & Turner 2008). and philosophies about social justice, Af-
into kumbaya-ism, ending their papers
In fact, from the start HBCU faculty rican American faculty, regardless of the
with assertions as trite as “giving every
members were trained to teach Black stu- whether the context is a PWI or an HBCU,
child a hug, every day,” “if we could just
dents survival skills and to identify and remain first responders and at the forefront
help one . . .” and “if everybody just loved
critically analyze social structures that for social justice and progressive change in
everybody, everything would be ok.” Inter-
hinder social justice for Black people. the African American community and com-
estingly, some of my kumbaya-ists invoke
HBCUs continue to be vehicles of social mitted to eliminating social injustices all
their faith as giving them permission to
justice and mobility, by enrolling, provid- over the world. We believe that teaching
respond to the diverse needs of all chil-
ing a quality education, and graduating social justice is “Never neutral or passive”
dren, rather than the children themselves
students who would otherwise not have (Burley); “Is a verb set in a world platform”
and their needs. Perhaps this is a positive
the opportunity to attend college—poor (Marbley); “Has a responsibility to invoke a
developmental stage.
students and students at-risk for academic passion and a commitment to” (Ross); and
Still, there are two sets of outliers on
failure, and the students who cannot get in “Demands a sacrifice” (Rouson).
either side of the kumbaya-ists. First are
PWIs (Jewell, 2002). We have not only grounded our models
the defiant, their psyches so deeply depen-
On the other hand, HBCUs are not per- of teaching and promoting social justice
dent on racial superiority that they cannot
fect and struggle internally with financial in the theoretical frameworks of multi-
see their own insecurities. They end their
issues, issues of equity such as gender cultural counseling competences—self-au-
papers consistently the way one student did:
discrimination, and theoretical traditions thorship and college student development;
“This is America, get over it, or get out.”
and teaching practices grounded in Eu- womanist and feminist pedagogy; and
The other group transcends, moving
rocentrism (Gaetane, 2006). According cultural intentionality—but also in our
away from cultural self-absorption to pos-
to Rouson, an educator at an HBCU, the personal experiences of social injustices
itive action. Their capacity for exceeding
feeling of comfort and idealism that comes as people of color and global citizenship.
my expectations always surprises. Grad-
from being at an HBCU sometimes feels If the truth be told, for us, teaching and
uate students who have moved to this
like the glass as half full and the White promoting social justice are not only rooted
level speak about the reciprocal nature of
people’s ice is colder. in a historical tradition of social justice
relationships with people in various com-
MULTICULTURAL EDUCATION
8
advocacy, but are essential to our collective people who they come in contact with. Allen, W. R., & Jewell, J. (2002). A backward
survival as marginalized faculty. This is a skill and quality that must glance forward: Past, present, and future
Thus, based on our collective experienc- be modeled for students to grasp perspectives on historically Black colleges
and universities. Review of Higher Educa-
es, we offer the following recommendations the concept of being multiculturally
tion, 25, 241-261.
for teaching graduate and professional competent.
antonio, a. l. (2003). Diverse student bodies,
courses that focus on diversity from a social
4. Accentuating the strengths of both diverse faculties. Academe, 89, 1-2.
justice framework: Ayvazian, A (2001). Interrupting the cycle of op-
historically oppressed and dominant
pression: The role of allies as agents of change
1. Every student’s culture should be culture populations is tremendously
from fellowship. In P. S. Rothenberg, (Ed.)
in the classroom. The instructor’s important in changing the tone of
Race, class and gender in the United States
classroom activities and assignments social justice moving forward. If (5th ed.). New York, NY: Worth Publishers.
should be multicultural and have instructors begin to conceptualize Baldwin, S. C., Buchanan, A. M., & Rudisill, M.
something about the culture of every social justice from a strength-based E. (2007). What teacher candidates learned
student in the class. This could be perspective they can engender about diversity, social justice, and themselves
accomplished by having students opportunities for many groups to from service-learning experiences. Journal of
Teacher Education, 58(4), 315-327.
actively explore their own cultures join together for a just common goal.
Banks, J. A. (1993). Multicultural education:
and how their cultures interact To accomplish this call to action it is
Historical development, dimensions, and
with other cultures in our diverse imperative that instructors highlight
practice. In J. A. Banks & C. M. Banks (Eds.),
society. Additionally the students the skills, abilities, and actions of Handbook of research on multicultural edu-
could report their findings through the cultures and subcultures their cation (2nd ed.) (pp. 3-29). San Francisco,CA:
and interactive presentation that students are members of in order to Jossey Bass.
attempt to immerse the student in get students to participate in social Banks, J. A. (2004, December). Teaching for
the cultural idiosyncrasies of the justice efforts. When instructors social justice, diversity, and citizenship
in a global world. Educational Forum, 68,
presenting students’ culture. provide students with validation of
296-305.
the strengths, qualities, and skills
2. Community partnerships are Baxter Magolda, M. B. (1998). Developing self-
that make them unique and valuable,
critical. To make real change and authorship in young adult life. Journal of
they become more inclined to address College Student Development, 39, 143-56.
impact, it is important to connect
the deficits that need to be addressed Baxter Magolda, M. B. (2001). Making their own
our social justice work to the larger
(Bernard & Goodyear, 2014; Edwards, way: Narratives for transforming higher edu-
community and society, and ultimately
2013) in order to make social justice cation to promote self-development. Sterling,
our world. This can be accomplished movements effective. By utilizing a VA: Stylus.
by having students participate in a Beard, C. (1913). An economic interpretation
strengths-based approach to social
cultural immersion experience where of the Constitution of the United States.
justice, the skills and abilities that
they are asked to become actively Toronto, Canada: Collier-Macmillan.
are crucial to the plight of achieving
involved in a cultural institution (i.e., Bernard, J., & Goodyear, R. (2014). The funda-
social justice of marginalized and mentals of clinical supervision. Boston, MA:
community centers, service providers,
oppressed populations can become Pearson Education.
religious organizations) that are
actualized. Brown, M. C., II., Donahoo, S., & Bertrand, R.
markedly in contrast to their own
D. (2001). The Black college and quest for
culture. For instance, a middle class educational opportunity. Urban Education,
Conclusion
White student may become actively 36, 553-571.
involved with a local church that Our collective hope is that by continu- Burley H. (1996) Individualization and diversi-
provides English language training ing the dialogue of different methods ty: Antecedents to institutional effectiveness.
to newly arrived immigrants or to teaching social justice, diversity, and Community College Journal of Research and
Practice, 20, 75-85.
refugees. multicultural competency, we can infuse
Cleveland, D. (2004). A long way to go: Con-
a diversity of thought that will enable
3. Be the change you expect from versations about race by African American
your students. This means that the instructors to be more effective in their faculty and graduate students. New York,
teaching practices. With that in mind, we NY: Peter Lang.
instructor need to be multiculturally
understand that our collective viewpoints Cureton, S. R. (2003). Race-specific college
competent, aware, and sensitive,
accentuate four distinct and different ap- student experiences on a predominantly
and he/she must be a social justice
proaches to teaching the aforementioned White campus. Journal of Black Studies,
advocate in consciousness and in 33, 295-311
principles that were, and continue to be,
action. This would also require Edwards, J. K. (2013). Strengths-based supervision
effective in our teachings.
that the instructor maintains the in clinical practice. Los Angeles, CA: Sage.
The models we have shared in this
perspective and attitude that even Gaetane, J. (2006). Welcoming the unwelcomed:
though they may be knowledgeable article are steeped with our own trial and A social justice imperative of African-Ameri-
error experiences of teaching social justice, can female leaders at historically Black
of many diverse cultures, they
diversity, and multicultural competency. colleges and universities. Educational Foun-
are not the expert of all cultures.
We welcome feedback on how we can con- dations, 20(1-2), 85-104.
As instructors we must remain
tinue to improve the instruction of these Gasman, M., Baez, B., & Turner, C. S. V. (2008).
open-minded and open-hearted to Understanding minority-serving institu-
difficult concepts that are necessary for
the experiences of students, and tions. Albany, NY: State University of New
students to grasp in order to prosper.
people in general, who hail from all York Press.
cultures. This concept is rooted in the Goodman, D. (2011). Promoting diversity and so-
belief that many counselors realize References cial justice: Educating people from privileged
groups (2nd ed.). New York, NY: Routledge.
that a person’s phenomenological Adams, M., Bell, L. A., & Griffin, P. (Eds.). (2007).
Herndon, M. K., & Moore, J. L. (2002). African
perspective is unique, valuable, and Teaching for diversity and social justice. New
American factors for student success: Impli-
impactful unto themselves and those York, NY: Routledge.
WINTER 2017
9
cations for families and counselors. Family Ross, W. (2010). Teaching diversity across Multicultural counseling competencies and
Journal: Counseling and Therapy for Couples disciplines: Reflections from African Amer- standards: A call to the profession. Journal
and Families, 10(3), 322-327. ican faculty. Educational Forum. of Counseling and Development, 70, 477-486.
Ivey, A., Ivey, M., & Simek-Morgan, L. (1993). Merryfield, M. M. (2000). Why aren’t teachers Turner, C. V. S., & Myers, S. L. (2000). Faculty of
Counseling and psychotherapy: A multicul- being prepared to teach for diversity, equity, color in academe: Bittersweet success. Boston,
tural perspective (4th edition). Boston, MA: and global interconnectedness? A study of MA: Allyn & Bacon.
Allyn & Bacon. lived experiences in the making of multi- Wallace, B. (2000). A call for change in multicul-
Jackson, J. F. L. (2006). Hiring practices of Afri- cultural and global educators. Teaching and tural training at graduate schools of educa-
can American males in academic leadership Teacher Education, 16(4), 429-443. tion: Educating to end oppression and for
positions at American colleges and universi- Neville, H. A., Heppner, P. P., Ji, P., & Thye, R. social justice. The Teachers College Record,
ties: An employment trend and disparate (2004). The relations among general and 102(6), 1086-1111.
impact analysis. Teachers College Record, race-related stressors and psychoeducational Walker, A. (1983). In search of my mother’s
108(2), 316-338. adjustment in Black students attending garden: Womanist poetry. New York, NY:
Jewell, J. (2002).To set an example: The tradi- predominantly White institutions. Journal Harcourt Brace.
tion of diversity at Historically Black Col- of Black Studies, 34, 599-616. Webb. L. M., Allen, M. W., & Walker, K. L. (2002).
leges and Universities. Urban Education, Pedersen, P. (Ed.). (1999). Multiculturalism Feminist pedagogy: Identifying basic prin-
37, 2-21. as a fourth force. Philadelphia, PA: Brun- ciples. Academic Exchange Quarterly, 3(3),
Kegan, R. (1982). The evolving self: Problems and ner/Mazel. 171-199.
process in human development. Cambridge, Renzulli, L. A., Grant, L., & Kathuria, S. (2006).
MA: Harvard University Press. Race, gender, and the wage gap: comparing
Lasch, C. (1979). The culture of narcissism: faculty salaries in predominately White and
American life in an age of diminishing ex- Historically Black Colleges and Universities.
pectations. New York, NY: Norton. Gender Society, 20(4), 491-510.
Kumagai, A. K., & Lypson, M. L. (2009). Beyond Smith, D. G. (2004). What makes racial diversity
cultural competence: Critical consciousness, work in higher education: Academic leaders
social justice, and multicultural education. present successful policies and strategies.
Academic Medicine, 84(6), 782-787. Journal of College Student Development, 45.
Lee, I., Kelly, E. W. (1996). Individualistic and Steele, C. M., & Aronson, J. (1995). Stereotype
collective group counseling: Effects with threat and the intellectual test performance
Korean clients. Journal of Multicultural of African Americans. Journal of Personality
Counseling and Development, 24, 254-266. and Social Psychology, 69, 797-811.
Marbley, A. F., Burley, H., Bonner, F. A., II, & Sue, D. W., Arredondo, P., & McDavis, R. J. (1992).
MULTICULTURAL EDUCATION
10