Social Justice in Education Initiative: Let’s dream of an approach to social justice that enables students and teachers to bring their multiple selves to learning

with Evangelina Holvino and James Cumming of Chaos Management, LTD

Expanding Conversations about Social Justice in Education: Exploring Possibilities and Tensions
2nd Forum of the Social Justice in Education Initiative
University of Massachusetts Amherst
April 20, 2012

Our poster presents a summary of our thinking applying the concept of simultaneity to help students and teachers bring their multiple selves to enhance the learning task. Holvino’s theory of simultaneity (2010) views identities as multiple, interacting and continuously shaped by the simultaneous organizational and societal processes of race, gender, class, sexuality, ethnicity and nation, among other social differences.

Having multiple selves means learning how to accept the resulting ambiguities and contradictions in learning together. It means that interactions are frequently marked by something we call “problematic moments.” These are rich sites for understanding how people are impeded or enabled to enact simultaneity. They are also moments when an intervention has the most potential for engaging justly with differences, changing the conversation and its outcomes. We will explore how to enhance such outcomes.

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