Everyone is Invited: Leveraging Bystander Intervention and Ally Development to Cultivate Social Justice in the Workplace

Recently, there have been calls to move the obligation and responsibility of social justice from the margins of the workplace to the center, building a more radical Human Resource Development (HRD). The purpose of this article was to leverage bystander intervention and ally development to discuss the cultivation of social justice in the workplace. One of the principle contributions of this article is its potential to situate the onus for social justice as the work of everyone in the workplace, and as a part of every practice, policy, and decision. We contend that bystander intervention and ally development are necessary tools to implement social justice initiatives that can address issues at both the interpersonal and systemic levels. Everyone is invited to participate in this work.

Black Women’s Labor and White Ally Development in an Urban Teacher Education Program

The article uses events and narratives from the perspectives of Black women professors as examples of how allyship can be birthed and to illustrate the roles, responsibilities, and risks inherent in allyship development and work. It focuses on the labor needed to establish and sustain allyship as critical anti-racist educators in an Urban Teacher Preparation Program at a Historical White Institution. Dispositions of White allies are discussed, in addition to the various tensions allies may face in creating and sustaining equitable spaces and practices. Considerations for reciprocity are also offered to better support faculty of color.

A Duoethnographic Exploration of Disability Ally Development

We explore through duoethnography how our relationship and dialogue across identity differences — a non-disabled white, cisgender, Jewish, lesbian professor and a disabled white, cisgender heterosexual student — mediated our development as disability allies. Couched in the relationship we developed through our work together in the academic discipline of disability studies, we explore structural and intersectional allyship, the power of language, and internalized ableism. We share the transformational learning that occurred for us through our duoethnographic dialogues and encourage vulnerable relationship-building across differences to explore the complexities of allyship. Both of us leave this study with more questions to explore, and we hope this work inspires others to engage in further reflections, dialogues, and allyship.

Developing LBGTGEQIAP+ Allies for Action: A Developmental Counselor Training Model

The authors present a model for helping students and supervisees to move beyond competence and toward action-based advocacy utilizing the MSJCC (AMCD, 2015) and extant literature in counselor and ally development. Four developmental stages are posited based on the MSJCC domains, and various strategies for teaching competencies at each level are provided.

Exploring LGBTQ Literature in Ecuador: Why it Matters

This study explored what university students in Ecuador learned in a first ever LGBTQ Literature course, as well as if the course helped to build LGBTQ allies. The research explores not only the pedagogical strategies used in the development of and during the course, but also proposes a LBGTQ+ ally development teaching framework that can guide teachers in developing curricula around LGBTQ literature that will not only work against homophobia, heteronormativity, and heterosexism, but also provide teachers with an ultimate goal of developing LGBTQ allies in their schools. The results of the qualitative phenomenological research suggest that students not only learned by reading LGBTQ Literature, they also learned to become active, to use their voices, to embrace themselves and others, and to become stronger LGBTQ allies.