Hahn Tapper’s writings on ‘A pedagogy of Social Justice Education: social identity, theory and intersectionality’ was very informative in understanding the intersection between activism and education, and how the two can inform each other. The primary goal is to empower participants to engage in social justice activism through their education.
What is social justice education?
It recognises the disparity in societal opportunities, resources and long-term outcomes amongst marginalised groups however, this is just one form of social justice education.
The organisations pedagogy is based on 3 educational pillars:
- Paulo Freires approach to education and social issues
- Social identity theory – a person’s sense of who they are based on the groups they belonged to and were an important source of pride and self-esteem (Mcleod, 2019).
- Intersectionality – describes the ways in which systems of inequality based on gender, race, ethnicity, sexual orientation, gender identity, disability, class and other forms of discrimination “intersect” to create unique dynamics and effects (what is intersectionality, n.d.).
Education either domesticates or liberates students and therefore perpetuates the status quo in terms of power.
It is impossible to think of education without thinking of power… the question … is to not get power, but to re-invent power.”
(Hahn Tapper, 2013)
The role of identity within education:
- Student identities need to be taken into account in all educational settings – We should consider how we can create space to allow students to bring their sense of self into the classroom/ their work.
- Not everyone is starting from the same social status and identity – not every student has had the same opportunities, access to education, resources, support, etc. How can we work to minimise the barriers that students may experience within education?
- A teachers social identity also plays a role within the classroom – understanding that the teacher is in a position of power within the educational setting.
- The ideal educational experience is between the teacher and student rather than teacher TO the student.
- Creating experiences WITH the students, integrating their experiences and voices into the educational experience is crucial.
- what if the students don’t want to constantly be reflecting, bringing their identity and background into their work? How can we not make the student feel as though their ‘different’ identity is constantly being highlighted/ made a focus
- We need to take into account student’s situation in the world.
- To move students towards ‘freedom’, students and teachers need to engage in habitual critical reflection.
An education experience must strive to create opportunities for inter-group collaboration and team work – this is in the hopes that students will realise they all have a shared humanity, and focus on a common bond instead of their individual differences.
The approach hopes that this experience, which would allow for personal interactions, would make marginalising seem superficial and shatter their group conflict.
Critique – if the conditions are not ideal, this can lead to further degradation of relation between two groups
A negative encounter would also perpetuate the status quo of power
The subordinate group will have its “subordinateness” confirmed/ reinforced.
Additionally, the reality outside the room cannot be controlled – the power dynamics and social inequalities outside the class cannot be changed and will have an impact or influence, even if within this controlled environment, they are given equal opportunities
The key to making this work is to structure intergroup encounters so that they reflect equality.
Bibliography:
Mcleod, [., 2019. [Social Identity Theory]. [online] Simplypsychology.org. Available at: <https://www.simplypsychology.org/social-identity-theory.html>.
Intersectionaljustice.org. n.d. what is intersectionality. [online] Available at: <https://www.intersectionaljustice.org/what-is-intersectionality>.
Hahn Tapper, A., 2013. A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment. Conflict Resolution Quarterly, 30(4), pp.411-417.