Diane J. Goodman (USA consultant)

Promoting Diversity and Social Justice

Educating People from Privileged Groups, Second Edition

• Broschiertes Buch

Produktbeschreibung

Promoting Diversity and Social Justice provides theories, perspectives, and strategies that are useful for working with adults from privileged groups-those who are in a more powerful position in any given type of oppression. The thoroughly revised edition of this accessible and practical guide offers tools that allow educators to be more reflective and intentional in their work-helping them to consider who they're working with, what they're doing, why they're doing it and how to educate more effectively. New features include: * A new chapter, "The Joy of Unlearning Privilege/Oppression," highlights specific ways people from privileged groups benefit from unlearning privilege/oppression and from creating greater equity. * A new chapter, "Allies and Action," gives focus and guidance on how people from privileged groups can constructively and appropriately be involved in social change efforts. * Updated Appendix of additional resources. The theories and approaches discussed can be applied to a range of situations and audiences. This book is an excellent resource for professors, diversity trainers, teachers in classrooms and workshops, counselors, organizers, student affairs personnel, community educators, advocates, group facilitators, and any others involved with educating about diversity and equity.

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Produktdetails

• Teaching/Learning Social Justice
• Verlag: Taylor & Francis Ltd
• Seitenzahl: 234
• Erscheinungstermin: 29. März 2011
• Englisch
• Abmessung: 229mm x 152mm x 13mm
• Gewicht: 346g
• ISBN-13: 9780415872881
• ISBN-10: 041587288X
• Artikelnr.: 31891235

Autorenporträt

Diane J. Goodman, Ed.D., is a trainer, college teacher, author, speaker, and consultant on diversity and social justice issues. For more information, see her website: http://www.dianegoodman.com.

Inhaltsangabe

Chapter 1: Introduction
* Update oppression chart: add gender oppression; change
"Anti-Semitism" to "Anti-Semitism and religious oppression" and list
other religious minorities; discuss "border identities" (Adams, Bell
and Griffin)
* New graphic to depict the intersectionality of our identities
Chapter 2: About Privileged Groups
* Update statistics
* Elaborate discussion of characteristics of privileged groups and
individuals
Chapter 3: Perspectives on Individual Change and Development
* p. 51- correct typo, change multiplicity or subjective to
relativism/procedural
* Update social identity models
Chapter 4: Understanding Resistance
* Add to reasons for resistance
Chapter 5: Preventing and Reducing Resistance
* Refine chart on intervention strategies
Chapter 6: The Costs of Oppression to People from Privileged Groups
* Add to costs of oppression
Chapter 7: The Joy of Unlearning Racism and the Benefits of Social Justice
* New chapter. Describe the psychological, intellectual, interpersonal,
spiritual, professional and other benefits white people experience
when they have worked to unlearn racism.
* Address the similarities to and relevance for unlearning other forms
of oppression as a member of the privileged group
* Move section on Benefits of Social Justice (p. 198-202) from current
Chapter 10 to this chapter. Expand this section.
Chapter 8: Why People from Privileged Groups Support Social Justice
Chapter 9: Developing and Enlisting Support for Social Justice
* Move revised versions of the sections "Shifting the Paradigm" and
"The Appeal of Partnership Relations and Social Justice to People
from Privileged Groups" (pp. 190-198) from current Chapter 10 to end
of this chapter.
Chapter 10: Allies and Action
* New Chapter. Discuss options for action, blocks to action,
accountability, what it means to be an ally, challenges of being an
ally, and particular issues for white men.
* Incorporate section on "From Motivation to Action: Allies and
Activism" (p. 163-167) in current Chapter 8 and section on "The Need
for Both Individual and Societal Change" from Chapter. 10.
Chapter 11: Issues for Educators
* Add greater discussion of the differences for educators from dominant
or subordinate groups
* Add more about dealing with triggers
* Discuss "mindful facilitation" (Lee Mun Wah)