Stepping out of the Comfort Zone: Reflections on Social Justice Education Experiences

• In Event: Sheraton Roundtable Session 15

Abstract

The present study explored how participants in a youth development group engaged in social justice education (SJE) dialogue. In SJE discussions, adult leaders taught youth participants to distinguish between pedagogically productive discomfort and feeling emotionally unsafe. This self-awareness equipped them for difficult SJE conversations by: (1) enabling them to remain engaged in challenging SJE discussions, (2) equipping youth with a normative script for action if they felt unsafe, and (3) sharing responsibility for safety amongst youth and adult community members. SJE pedagogy influenced communication skills as youth continued social justice advocacy into adulthood. Findings expand possibilities for attending to psychological needs of students while supporting critical thinking and democratic discourse.

Author

• Celeste Nicholas, Indiana University - Bloomington