Teaching for Diversity and Social Justice (2nd Ed.) (review)

Abstract

Reviewed by: Teaching for Diversity and Social Justice (2nd Ed.) Ryan C. Holmes Teaching for Diversity and Social Justice (2nd Ed.) Maurianne Adams, Lee Anne Bell, and Pat Griffin (Eds.) New York: Routledge, 2007, 496 pages, $38.95 (paperback) For approximately the last ten years, since the release of the first edition of Teaching for Diversity and Social Justice Education, social justice training has continued to grow in both popularity and importance. Not only has there been an abundance of literature written since 1997, there have also been institutes (e.g. Social Justice Training Institute) and organizations [End Page 261] (e.g., ACPA's Commission for Social Justice Educators) created to serve as places to train facilitators and as spaces for like minds to continue to address issues of social justice. In 2007, Maurianne Adams, Lee Anne Bell, and Pat Griffin returned as editors for Teaching for Diversity and Social Justice (2nd Ed.), and along with several other contributors, built upon the foundation laid in the previous edition. This work is an example of collaboration in its purest form on multiple levels. This is evident in the editor's preference that anyone citing this work, by chapter or as a whole, not use et al., but instead, mention each person affiliated with the portion used. The work is divided into three parts: theory and practice, curriculum designs, and the contributors' closing thoughts regarding knowledge of self and participants. In part 1, "Theoretical Foundations and Principles of Practice," Lee Anne Bell uses chapter 1 as a lens through which to view oppression and social justice for the remainder of the book while outlining necessary theoretical foundations frequently utilized throughout the work. In chapter 2, Maurianne Adams discusses the methodology of administering social justice education in the classroom setting and the various interactions present in the process. Examples of past and present pedagogical frameworks are also provided. Chapter 3, by Rita Hardiman, Bailey Jackson, and Pat Griffin, explains the book's social oppression model and its connections to oppression's many faces and changing nature. Also mentioned are the advantages and disadvantages of encountering one form of oppression at a time, as the book does. This chapter functions as the corner stone for most of the following chapters and is seen as a must read before proceeding. In chapter 4, Lee Anne Bell and Pat Griffin speak to course design as it has to do with identifying its goals, usefulness to the participants, the physical environment, and challenges to preexisting beliefs. Pat Griffin and Mathew Ouellet then use chapter 5 to address the many factors of course facilitation including roles and responsibilities of one or more facilitators. Part 2, "Curriculum Designs for Diversity and Social Justice," deals with the integral components of curricular structures across many forms of oppression. Lee Anne Bell opens with an overview of racism in which a definition is provided in addition to commenting on its evolving and elusive nature. In chapter 6, Lee Anne Bell, Barbara J. Love, and Rosemarie A. Roberts speak to race and White privilege, the constructs and effects of both, the structure of training modules, and everyone t:'s association with and personal responsibility in addressing these issues. In the next chapter, Lee Anne Bell, Khyati Y. Joshi, and Ximena Zúñiga apply the thoughts of the previous chapter to immigration, the immigrant experience, and globalization. Pat Griffin's overview of sexism, heterosexism, and transgender oppression shows the relationships and interconnectivity of the three, while providing a brief history and important terms to know. It is also noted that the section on transgender oppression is an addition since the last edition of this work. In chapter 8, Steven Botkin, Joanne Jones, and Tonya Kachwaha acknowledge the work previously done to counteract sexism yet still suggest that more can be done to aid women, and those considered to be "womanlike" (p. 173). This curriculum design, while being clear and detailed, examines gender and gender differences while providing exercises that aid in the understanding of violence and power. Pat Griffin, Katja Hahn D'errico, Bobbie Harro, and Tom Schiff use chapter 9 to continue the theme of oppression while focusing on heterosexism and its effect...

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