Foundations of Social Justice Education (Bell, 2018)
According to Bell, what are the four main goals of social justice education?
What are awareness, knowledge, skills, and action?
What is the main difference between prejudice and discrimination?
What is prejudice is a belief or attitude, and discrimination is behavior based on that belief?
What is the difference between “power over” and “power with”?
What is domination and control versus shared and collective empowerment?
What is social identity?
What is group membership based on characteristics such as race, gender, class, or ability?
Define praxis as used in social justice education.
What is reflection combined with action to transform injustice?
Bell defines social justice as both a goal and a process. What does this mean?
What is achieving equity through inclusive, participatory methods?
How do Adams & Zúñiga define oppression?
What is a system of advantage and disadvantage based on social group membership?
Give one clear example of institutional oppression.
What is racial bias in hiring, gender pay gaps, or unequal school funding?
Define intersectionality.
What is the overlapping of social identities that creates unique experiences of privilege and oppression?
What is the key difference between charity and justice work?
What is charity addresses immediate needs; justice targets root causes of inequity?
What key difference separates social justice education from multicultural education?
What is focusing on power and systemic inequities, not just diversity?
What role does socialization play in maintaining oppression?
What is it teaches people norms and roles that reproduce inequities?
Why do Sensoy & DiAngelo say “we’re all human” is an inadequate response to inequity?
What is it ignores how systems distribute power unequally across groups?
A Black woman facing both racism and sexism.
What is intersecting identities that create compounded marginalization.
Advocating for inclusive policies or challenging biased curriculum
What is one concrete example of social justice praxis in action.
According to Bell, how can educators foster “critical consciousness”?
What is by guiding students to reflect on inequity and act for change?
What is internalized oppression?
What is when marginalized people accept or act on negative stereotypes about their own group?
What do Sensoy & DiAngelo mean by “dominant ideology”?
What is a set of cultural beliefs that justify and normalize social inequality?
Why is it inaccurate to treat identities as “additive”?
What is because intersectional experiences are shaped by how systems interact, not by adding single factors together?
Why do educators say discomfort is necessary in social justice learning?
What is because growth requires challenging our assumptions and privileges?
Why does Bell argue that neutrality in teaching social justice is impossible?
What is because all teaching reflects values and social positions, reinforcing or challenging inequity?
In social justice education, what is the difference between content learning and process learning?
What is content focuses on facts and concepts; process focuses on dialogue, reflection, and engagement?
According to Sensoy & DiAngelo, why can oppression exist even when individuals have good intentions?
What is because oppression operates through institutions and systems, not just personal prejudice?
How can social identities influence classroom participation and voice?
What is power and privilege can make some voices dominant and others marginalized?
What does genuine allyship require beyond awareness?
What is consistent action, accountability, and willingness to use one’s privilege for change?