Running head: THIS I BELIEVE

This I Believe A Philosophical Discussion on Social Justice

Bruce Mann
Seattle University
Social Justice
Anthony Longoria
November 28, 2014

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As a student affairs and higher education professional, social justice is
foundational to my role as an educator. However as the concepts and
language of social justice become more common, we must guard against
losing sight of the core, liberatory meanings of social justice. For me, social
justice in professional practice means ensuring that all students, regardless
of their backgrounds, are given the opportunity to fully participate and thrive
in college while feeling validated, secure, and included. They in turn will
leave with a deeper understanding of the complexities of identity, privilege,
and oppression, and be moved to take action toward creating a world that is
equitable and liberatory for all members. This is achieved by encouraging
dialogue and dialectical thinking, critically exploring identity, challenging
oppressive systems, advocating for the marginalized and underrepresented,
and seeing the full humanity of all students.
Student affairs is a full partner in education by enhancing and
supporting the academic goals and mission of higher education institutions
through services and primarily co-curricular educational programming
(NASPA, 1987). Student affairs should be fundamentally focused on
supporting the holistic growth of our students by advocating for and
championing individual students, and working toward a system of equity on
campus and in society. The aims of social justice for the full and equal
participation of all groups in society that is built to meet their needs (Adams,
Bell, & Griffin, 1997) mirror the mission, goals, and responsibilities of student
affairs professionals.

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Ideally, by being a professional in student affairs I should automatically
not just have a responsibility, but an obligation to promote social justice in
my work. However, not all in student affairs and higher education live out
this responsibility as the core nature of our work. As I transition to my next
professional role, I am committed to promoting social justice in all aspects of
my work. As a white, cisgender male I believe it is my responsibility to not
just challenge oppressive systems and campus climates, but also to partner
with others to build new systems which value and validate the lives, stories,
and experiences of all of our students. Promoting social justice is our
collective responsibility if we are to truly educate the whole student for a life
in service to the common good.
In my professional practice, my decisions and actions as an education
in promoting social justice are guided by my belief in the liberatory power of
education and the words, wisdom, and actions of those most affected and
rendered invisible by oppressive systems. Education can either be a tool of
socialization to the oppressive status quo or can become a practice of
freedom and of liberation (Freire, 1970). I am guided by the philosophies of
Freire and hooks in working toward an educational system that promotes an
engaged pedagogy where students are equal partners in their education and
central to the quest for equity and liberation. From this foundation, I also
commit to listening to those that are directly affected by oppression and will
help to amplify their stories and perspectives.
In addition to challenging systems and creating more equitable campus

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climates, I will promote social justice in my work by providing opportunities
for students to explore the complex nature of their and others identities
while gaining knowledge, understanding, and skills around systemic, group,
and individual levels of oppression. From my perspective, self-work around
identity, power, and privilege should be integrated into all of our social
justice education efforts. Staying in the cognitive, fact-based realm will only
get us so far, so we must be willing to engage students in the personal,
affective dimension to see radical growth in both individuals and society at
large. We must be willing to extend social justice education to all classes of
students, not just our student leaders and those who choose to opt in. While
it is much more difficult, we must be willing to reach out and work with those
students who retreat from and are resistant to conversations around
diversity, social justice, and inclusion. We must be willing to be bold in
developing innovative, engaged pedagogies that reach even our most
reluctant students.
The personal challenges and barriers I currently face in promoting
social justice are around my own identity and learning. As a white,
heterosexual, cisgender male, I still have much personal work to do around
understanding my own identity, power, privilege, and complicity in
oppressive systems. I continue to learn, continue to heal, and continue to
forgive myself for participating in and benefiting from systems based on
supremacy. This work is never done and will always be a challenge, but that
just means I need to be diligent and committed to improving.

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The largest ongoing challenges that I do and will expect to face in
promoting social justice are primarily ones of attitude and tradition. Many on
our campuses and in the media have unfortunately framed social justice and
diversity negatively, but that doesnt mean we either give up or shame those
that disagree. Instead of avoidance or antagonism, I hope that through
opening up spaces for honest dialogue and promotion of dialectical thinking
we can begin to see some attitude shifts and the discarding of harmful
traditions.
While working toward and promoting social justice is never easy, the
alternative is the antipode to the foundations of student affairs and higher
education. It is our obligation to prepare our students to transform the world
for the better in service of the common good, while creating a campus
environment that allows every student the opportunity to grow and thrive in
a safe and secure community. We can realize this goal through social justice
education for our students, our institutions, and ourselves.
Reference
Adams, M., Bell, L. A., & Griffin, P. (1997). Teaching for diversity and social
justice, New York,
NY:
Routledge.
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum International
Publishing Group.

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National Association of Student Personnel Administrators. (1989). Points of view. Washington,
DC: National Association of Student Personnel Administrators.