Home » Resources » Scholarship on Teaching » The Art of Effective Facilitation: Reflections from Social Justice Educators
Scholarship
March 29, 2017
The Art of Effective Facilitation: Reflections from Social Justice Educators
- Author
- Landreman, Lisa M., ed.
- Publisher
- Stylus Publishing, LLC, Sterling, VA
- ISBN
- 9781579229740
- Table of Contents
-
Acknowledgments
Preface
Part I: Frameworks from Theory to Practice
ch. 1 The Evolution of Social Justice Education and Facilitation (Lisa M. Landreman, and Christopher MacDonald-Dennis)
ch. 2 Building a Framework for Social Justice Education: One Educator's Journey (Annematrie Vaccaro)
ch. 3 The Evolution of a Social Justice Educator’s Professional Identity: Impacts of Professional Maturation and Multiple Discourse Perspectives on Personal Practice (Kelly Carter Merrill)
Part II: Understanding Identities and Facilitation
ch. 4 Developing Gender Inclusive Facilitation: Understanding Genderism (Brent L. Bilodeau)
ch. 5 Engaging Whiteness in Higher Education (Rebecca Ropers-Huilman)
ch. 6 Developing & Sustaining Effective Co-Facilitation Across Identities (Tanya Williams, Elaine Brighan)
ch. 7 Understanding and Supporting Multiracial Students (Adam J. Ortiz)
Part III: Facilitation Design and Techniques
ch. 8 From Safe Spaces To Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice (Brian Arao, and Kristi Clemens)
ch. 9 Navigating Triggering Events: Critical Competencies for Social Justice Educators (Kathy Obear)
ch. 10 When Neutrality Is Not Enough (Wrestling With the Challenges of Multipartiality (Robbie Routenberg, Elizabeth Thompson, and Rhian Waterberg)
ch. 11 Facilitating Interactive Privilege Awareness Programs: Employing Intentionality From Design Through Implementation (Gregory I. Meyer, Karen Connors, Rebecca Haselmeyer, Dusty M. Krihau, Tracy L. Lanier, Matthew R. Lee, Chris D. Orem, and Nancy Trantham Poe)
Part IV: Supporting Student Social Action
ch. 12 Training and Supporting Peer Facilitators (Heather Wilhelm, and Robbie Routenberg)
ch. 13 Why is it so Hard to Take Action? A Reflective Dialogue about Preparing Students for Social Action Engagement (Andrea D. Domingue, and David S. Neely)
About the Editor and Contributors
Index
Click Here for Book Review
Abstract: How can I apply learning and social justice theory to become a better facilitator?
Should I prepare differently for workshops around specific identities?
How do I effectively respond when things aren’t going as planned?
This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience -- who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society.
It will enable facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action.
The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process. What sets this book apart is how the authors illustrate these practices through personal narratives of challenges encountered, and by admitting to their struggles and mistakes.
They emphasize the need to prepare by taking into account such considerations as the developmental readiness of the participants, and the particular issues and historical context of the campus, before designing and facilitating a social justice training or selecting specific exercises.
They pay particular attention to the struggle to teach the goals of social justice education in a language that can be embraced by the general public, and to connect its structural and contextual analyses to real issues inside and outside the classroom.
The book is informed by the recognition that “the magic is almost never in the exercise or the handout but, instead, is in the facilitation”; and by the authors’ commitment to help educators identify and analyze dehumanizing processes on their campuses and in society at large, reflect on their own socialization, and engage in proactive strategies to dismantle oppression. (From the Publisher)
Abstract: How can I apply learning and social justice theory to become a better facilitator?
Should I prepare differently for workshops around specific identities?
How do I effectively respond when things aren’t going as planned?
This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience -- who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society.
It will enable facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action.
The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process. What sets this book apart is how the authors illustrate these practices through personal narratives of challenges encountered, and by admitting to their struggles and mistakes.
They emphasize the need to prepare by taking into account such considerations as the developmental readiness of the participants, and the particular issues and historical context of the campus, before designing and facilitating a social justice training or selecting specific exercises.
They pay particular attention to the struggle to teach the goals of social justice education in a language that can be embraced by the general public, and to connect its structural and contextual analyses to real issues inside and outside the classroom.
The book is informed by the recognition that “the magic is almost never in the exercise or the handout but, instead, is in the facilitation”; and by the authors’ commitment to help educators identify and analyze dehumanizing processes on their campuses and in society at large, reflect on their own socialization, and engage in proactive strategies to dismantle oppression. (From the Publisher)