出版社：Lewis & Clark Graduate School of Education and Counseling
摘要：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.
关键词：discussion guidelines; social justice education; power relations in the classroom; positionality; anti-oppression pedagogy
