Stylus Publishing (VA) Doing Social Justice Education: A Practitioner's Guide for Workshops and Structured Conversations

Review "This work provides an essentialcontribution on how to design, facilitate, and assess social justice educationworkshops. It is a timely and practical addition to the literature foreducators seeking to develop workshop and structured conversations related topower, privilege, and social identity. The authors' emphasis on theoreticalgrounding, facilitation as a process, and self-reflection will help providecurrent and aspiring social justice educators with a structure they can utilizeacross a variety of co-curricular contexts."--Robert Brown, Director of Social Justice Education "Northwestern University" Product Description This book is principally written for entry-level student affairs and non-profit staff who develop and facilitate social justice education workshops and structured conversations, as well as for student peer educators who are often employed to assist in the facilitation of such workshops for their peers. It is suitable for anyone starting out to do such work. It provides readers with a practical framework and hands-on tools to craft effective and positive interventions and workshops that are relevant to context and are true to the facilitator’s own circumstances.It offers a succinct but comprehensive introduction to the planning, design, and facilitation of social justice experiences, grounding readers in relevant theory, taking into account participants’ prior understandings of issues of race and privilege, institutional environment and campus climate, and the facilitator’s positionality. It provides guidance on defining outcomes and developing content and exercises to achieve workshop goals.Starting from the premise that the facilitation and delivery of social justice education experiences should be grounded in scholarship and that such experiences can only achieve their ends if crafted to meet the unique characteristics and circumstances of the institution and workshop participants, the authors begin by synthesizing current theory on social justice education and cultural competence, and then guiding readers on analyzing the context and purpose of their workshop. They provide readers with an easy to follow five-part framework to systematically design social justice education workshops and structured conversations and to assess the resulting learning. Particularly valuable for those starting out in this work is guidance on facilitation and on the use and selection of exercises to align with goals and participants' characteristics and social identities. About the Author D. Scott Tharp, Ph.D., M.S.W., has worked inhigher education for over ten years with a focus on social justice education, learning assessment, and program evaluation. As a scholar-practitioner, hisresearch focuses on all aspects of social justice education, includingcurriculum design, facilitation, and assessment. He currently serves the DePaulUniversity community as the Assessment & Effectiveness Specialist for theDivision of Student Affairs. Previously, Dr. Tharp served DePaul as AssociateDirector within the former Center for Intercultural Programs where he oversawthe Center's curricular social justice education program and workshopinitiatives, created and facilitated diversity and social justice educationworkshops for students, faculty, staff, and community partners, and coordinateda new online education initiative. Before that, Dr. Tharp served as the ProgramCoordinator in the Office of Multicultural Student Affairs at Columbia CollegeChicago.Dr. Tharp is an active scholar-practitionerwho has published articles in the Journal of Transformative Education, Multicultural Education, Multicultural Perspectives, Change Magazine, AboutCampus Magazine, and Diverse: Issues in Higher Education Magazine. He is a member of the Association for the Study ofHigher Education (ASHE) and an invited speaker at NCORE - the NationalConference on Race and Ethnicity in American Higher Education. He also servedon the National Advisory