Bottom line: A seat at the table that I set: Beyond social justice allies

2009 ◽  
Vol 14 (5) ◽  
pp. 27-29 ◽  
Author(s):  
Toby Jenkins
Keyword(s):  
Social Justice ◽  
Bottom Line ◽  
Social Justice Allies

scholarly journals A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities

2019 ◽  
Vol 9 (5) ◽  
pp. 113
Author(s):  
Kirstine J. Melloy ◽  
Francie R. Murry
Keyword(s):  
Social Justice ◽  
Public Education ◽  
Behavioral Disabilities ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Emotional And Behavioral Disabilities ◽  
Positive Behavior Interventions ◽  
Social Justice Allies ◽  
To Receive ◽  
Students With Ebd

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in ourschools. In essence, students with EBD are often denied their civil right to a free and appropriate public education(FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a sociallyjust school when they promote the implementation of multi-tiered systems of support (MTSS) throughevidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens.Implementing these interventions while being social justice allies in socially just schools offer the best opportunityfor students with EBD to receive an equitable and socially just education in schools thereby achieving social justiceregarding their civil right to a FAPE.

How Men Can Serve as Social Justice Allies to Women

2006 ◽  
Author(s):  
Jonathan M. Ravarino ◽  
Kevin L. Laska
Keyword(s):  
Social Justice ◽  
Social Justice Allies

Joining the Struggle: White Men as Social Justice Allies

2015 ◽  
Vol 16 (3) ◽  
pp. 155-168 ◽  
Author(s):  
Christopher Edward Bridges ◽  
Peter Mather
Keyword(s):  
Social Justice ◽  
White Men ◽  
Social Justice Allies

Engaging Men as Social Justice Allies in Ending Violence Against Women: Evidence for a Social Norms Approach

2003 ◽  
Vol 52 (3) ◽  
pp. 105-112 ◽  
Author(s):  
Patricia M. Fabiano ◽  
H. Wesley Perkins ◽  
Alan Berkowitz ◽  
Jeff Linkenbach ◽  
Christopher Stark
Keyword(s):  
Social Justice ◽  
Social Norms ◽  
Violence Against Women ◽  
Engaging Men ◽  
Social Justice Allies

Advancing Antiracist Policies and Practices in Schools

2021 ◽  
pp. 64-74
Author(s):  
Carolyn Curtis ◽  
Tynisha Jointer ◽  
Andrew Brake ◽  
Ashley Bonton
Keyword(s):  
United States ◽  
Social Justice ◽  
Social Workers ◽  
The United States ◽  
School Social Workers ◽  
Critical Question ◽  
New School ◽  
Social Justice Allies ◽  
Equity And Inclusion ◽  
Policies And Practices

As social justice allies and advocates, the top professional priority of school social workers should be to embrace and advance antiracist policies and practices to (re)build schools as institutions of equity, inclusion, and opportunity. This chapter addresses a critical question related to the struggle for diversity, equity, and inclusion in P-12 schools in the United States. It explores how new school social workers in their first three years of practice can establish themselves as leaders in guiding their school to assess the degree of cultural acceptance, while taking steps toward advancing antiracist policies and practices. Finally, the chapter offers an array of tools regarding assessing cultural acceptance and techniques for incorporating them across all tiers of a school community.

Aspiring Social Justice Ally Identity Development: A Conceptual Model

NASPA Journal ◽  
2007 ◽  
Vol 43 (4) ◽  
Author(s):  
Keith E. Edwards
Keyword(s):  
Social Justice ◽  
Identity Development ◽  
Student Affairs ◽  
Conceptual Model ◽  
Student Affairs Professionals ◽  
Self Reflection ◽  
Social Justice Allies ◽  
Ally Identity

Individuals who are supportive of social justice efforts are not always effective in their anti-oppression efforts. Some who genuinely aspire to act as social justice allies are harmful, ultimately, despite their best intentions, perpetuating the system of oppression they seek to change. Different underlying motivations of those who aspire to be allies can lead to differences in effectiveness, consistency, outcome, and sustainability. The conceptual model presented here, using underlying motivation to frame the different issues and challenges facing those who are aspiring allies, is offered as a tool for student affairs professionals’ self-reflection and developing students as allies for social justice.

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