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In this section, we will begin to engage with core concepts of social justice and equity principles, including the definitions of oppression, social construction of identities, privilege, and equity. After completing this section, you will be able to define and demonstrate your understanding of these concepts.

• Chapter 1�� | Pages: 1– 17 (stop at “Working for Social Justice”)

Reflection Questions:��

1. In your own words, what is the difference between diversity and social justice?��
2. According to Bell, what role does education play in advancing or hindering social justice?
3. How are history, social construction, and oppression related?��
4. What’s your understanding of oppression and ways in which oppression shows up (i.e., features of oppression)? How have you experienced or witnessed oppression?��
5. What is the importance of self-reflection in the journey toward social justice?

“The Social Construction of Difference” by Allan G. Johnson

• In Readings for Diversity & Social Justice 4th Edition: Chapter 3 | Pages: 16-21
• Available in the
• ��Please note that an electronic version of this chapter is currently not available online. If you are unable to access this chapter through the suggested means please contact [email protected].��

Reflection Questions:

1. According to Johnson, how are race, gender, class, and ability created and maintained?
2. How do power dynamics play a role in the construction and reinforcement of social differences?
3. Johnson distinguishes between “diversity”/“difference” and “privilege”/“oppression”. What are examples of “differences” that you have observed or experienced that do not convey inequality? What are examples you’ve observed or experienced of “differences” that are used to justify privilege and oppression? (Source: )

Additional Resource:

• Review:

• In Readings for Diversity & Social Justice 4th Edition, Chapter 6 | Pages: 41–49.
• Available in the
• ��Please note that an electronic version of this chapter is currently not available online. If you are unable to access this chapter through the suggested means please contact [email protected].

Reflection Questions:

• What are the key principles that define social justice education according to Adams and Zúñiga?
• In your own words, describe the relationship between social justice education and broader social change?
• What are some examples of privilege discussed in the text, and how do they impact individuals and communities?
• What is the significance in understanding the complexities of identity in social justice education?

Additional Resource

• Watch: by Dr. Cheryl Ingram
  • Video | Duration: 2:48��
• Dr. Ingram summarizes how privilege and oppression co-exist, and provides a specific example of how an individual can have both privileged and oppressed identities.

• Webpage
• As you explore the glossary, we encourage you to learn more about concepts that are new to you by reviewing the additional resources available.��

Reflection Questions:

• When reviewing the racial equity tools glossary, core concepts for social justice, and equity principles, what questions or curiosities do you still have? How might you begin to find those answers?

Using the core concepts of social justice and equity that you learned in the first section, you will begin to interrogate your social identities and lived experiences to understand your positionality and how you can influence change.

• Video | Length – 18:49����

Reflection Questions:

• Define intersectionality and its relationship with social justice and equity.��
• How is intersectionality different from intersecting identities?
• How can you apply the concept of intersectionality to better understand the experiences of marginalized groups in your community?
• Crenshaw analyzes how race and gender intersect in shaping the experiences of Black women, can you identify��any patterns in how society responds differently to individuals who occupy multiple marginalized identities?
• How can an intersectional framework be used in your own work to ensure that the needs of people from different racial, gender, and socioeconomic backgrounds are addressed in curriculum and policy?

by Darla Benton Kearney

• Excerpt from Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA)����

Reflection Questions:��

• How does your intersectionality impact your positionality? How does your positionality impact your intersectionality?
• How has your awareness of your own positionality evolved over time?
• Are there specific experiences that have shaped how your understanding of your positionality? How did this experience shape your understanding of positionality?
• How can understanding your own positionality help you to better navigate conversations about social justice with individuals who have different backgrounds than your own? How about those with similar backgrounds?
• How can acknowledging positionality enhance your analysis of intersectionality in social justice movements and advocacy efforts?

Print a copy of the .

• Within each segment of the wheel, circle where you believe you fall based on your self-assessment.��

Reflection Questions:��

• How close or far away from the center are you?
• How do your varying points of proximity or distance from the center impact your overall identity?��
• How do you hold both privileged and oppressed identities?
• Considering the identities that position you in proximity to power, and thinking about your roles and responsibilities at Macalester, identify some of your spheres of influence (e.g., your department or major; serving on a committee; leading a student organization, research project, or program). How can you learn about challenges or concerns within your sphere of influence, and what do you need to know to identify action steps for change?

Reflection Questions:��

• How do the concepts of the Matrix of Domination and the Four Domains of Power help illuminate the complexities of privilege and oppression?
• In what ways can the Four Domains of Power serve as a tool for analyzing specific social issues or movements you are passionate about, and how can you use this analysis to lead more effective strategies for change?

The Social Construction of Disability by Susan Wendell��

• Excerpt from The Rejected Body, Chapter 2 | pages: 41-61
• Available in and local libraries ()

Reflection Activity:

The article on the addresses how disability is a socially constructed identity. Using this as an example of how to think through and process social identity, select one of your identities (race, ethnicity, socioeconomic status, gender, sexuality, disability, religion or spirituality, etc) and reflect on how it has been socially constructed over time.��

• What socialized messages did you receive about this identity?��
• How has this identity been socially constructed? Who or what entities have influenced the construction of this identity?
• How does this impact your understanding of this social identity?��
• How have you internalized these messages? How are you unlearning these socialized messages?
• How can you use your identities and positional influence to deconstruct this identity?��
• Referencing The Social Construction of Disability and the Four Domains of Power, how do they relate to one another?��
• How have you witnessed or experienced these two concepts existing together in your daily life?��

Additional Examples of Social Construction:��

• Watch: ��
• Listen to: by Sidney Madden and Rodney Carmichael��
  • Season 2, Episode 3:
  • Season 2, Episode 7:
• When listening to the podcasts, answer the following questions:
  • What social construction is being challenged? How is it being challenged?��
  • How is power and privilege showing up?��

Read:

In this section, you will evaluate the social systems you are a part of and create a plan to affect change within your scope of influence and power.

by Born in Bradford��

• Video | Length – 6:00��

Reflection Questions

• What is a current situation, issue, or challenge you wish to address? What are the causes of the problem or situation? What opportunities are there to intervene?��
• What’s the desired situation? What will have changed? What is the impact you want to have?��
• How will change come about? What actions are needed to affect the desired outcome? What’s the key to delivering impact?

*Reflection questions will focus on the following chapters, however, reading the entire book is recommended for a comprehensive understanding.

• Book |��Available in and local libraries ()��
  • Chapter 1: Forty Thoughts on Designing with an Equity Mindset | pages: 1-8
  • Chapter 4: An Equity Lens: Seeing the Right Problem | pages: 33-47

Reflection Questions:

• Return to page 40 in and respond to the listed questions on diversity, inclusion, and equity with �պ���Ʒ, your division, academic department, or your organization in mind.��

Using the , think of a challenge or issue you want to address and change. Complete and fill out the action plan to begin your first step.