Everyday Practices of Social Justice: Examples and Suggestions for Administrators and Practitioners in Higher Education

dc.contributor.author Gordon, Sarah
dc.contributor.author Elmore-Sanders, Precious
dc.contributor.author Gordon, Delton
dc.contributor.department Iowa State University Digital Repository
dc.date 2018-08-13T16:28:48.000
dc.date.accessioned 2020-06-30T05:44:50Z
dc.date.available 2020-06-30T05:44:50Z
dc.date.embargo 2016-09-15
dc.date.issued 2017-01-01
dc.description.abstract <p>Given that there is a general need for college students to learn about social justice and equity issues, and since college is a developmentally meaningful time for students, it is important for colleges and universities to adopt practices and provide opportunities that address power and inequality issues. This paper provides examples of social justice programs and practices in four areas (administrative, academic, co-curricular, and assessment) at a mid-size Midwestern institution, discusses how these practices are important and valuable to challenging power, and how they can be replicated or adapted at other institutions. Examples of everyday administrative programs/practices include creating a diversity/inclusion statement, programs sponsored by university administrators, and dedicating staff to support and advocate for equity and inclusion. Examples of everyday academic programs/practices include incorporating courses that focus on social justice issues into the general academic curriculum, training instructors on teaching and/or facilitating discussions about social justice issues, and creating centers on campus that can be the “academic home” for academic programs and research that focus on social justice issues. Examples of everyday co-curricular programs/practices include creating both reactive (in response to a current event or issue) and proactive/continuing (focusing on social justice issues in general throughout the year) programming and including students in the planning and execution of those programs. Examples of everyday assessment practices include multiple methods of collecting data that allow for a holistic “picture” of what students are learning with regard to social justice issues during their time in college. This paper also discusses how these programs and practices are important for encouraging awareness and challenging power and provides important lessons learned from social justice work in higher education.</p>
dc.identifier archive/lib.dr.iastate.edu/jctp/vol6/iss1/6/
dc.identifier.articleid 1125
dc.identifier.contextkey 9127438
dc.identifier.doi https://doi.org/10.31274/jctp-180810-70
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath jctp/vol6/iss1/6
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/52414
dc.source.bitstream archive/lib.dr.iastate.edu/jctp/vol6/iss1/6/FINAL_Everyday_Practices_of_Social_Justice_in_Higher_Education_1.7.17.docx|||Sat Jan 15 01:08:32 UTC 2022
dc.source.bitstream archive/lib.dr.iastate.edu/jctp/vol6/iss1/6/Gordon_et_al.__2017.pdf|||Sat Jan 15 01:08:32 UTC 2022
dc.subject.keywords social justice
dc.subject.keywords higher education
dc.subject.keywords diversity
dc.subject.keywords practice
dc.title Everyday Practices of Social Justice: Examples and Suggestions for Administrators and Practitioners in Higher Education
dc.type article
dc.type.genre article
dspace.entity.type Publication
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relation.isOrgUnitOfPublication d2bcee6c-7cba-4fa7-bd11-543354ce7b1b
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