In social justice education, it is common to establish guidelines for classroom discussions. We examine the limits of these guidelines in achieving the goals of social justice education, arguing that they are not adequately responsive to power relations. Rather than creating a supportive space for dialogue, these guidelines can actually interfere with achieving social justice education goals. We also describe our efforts to engage alternative strategies for responding to power in the social justice classroom.
Response to this Article
Barbara Applebaum, Hold That Thought!
Rick Ayers, Critical Discomfort and Deep Engagement Needed for Transformation
Barbara Peterson, Scrutiny Instead of Silence
Marissa Minnick, Limiting Student Speech
Kay Fujiyoshi, Becoming a Social Justice Educator: Emerging from the Pits of Whiteness into the Light of Love
, DiAngelo, R.
Respect Differences? Challenging the Common Guidelines in Social Justice Education.
Democracy and Education,
(2), Article 1.
Available at: http://democracyeducationjournal.org/home/vol22/iss2/1