From Hahn Tapper’s essay ‘A pedagogy of social justice education: social identity, theory and intersectionality’ (2013)
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Social justice education: recognizes the disparities in societal opportunities, resources, and long-term outcomes among marginalized groups. No single meaning and use. Other terms: anti-oppression education, diversity education, and multicultural education
Intercommunal dialogue: dialogue within a community, or amongst two or more communities
Intergroup work: an organizational development intervention aimed at improving working relationships between groups
Contact hypothesis: (Allport 1954). According to this supposition, if individuals identifying with particular groups in conflict interact with one another in a positively structured environment, they have an opportunity to reevaluate their relations with one another such that one-time enemies can become acquaintances or even allies. Understood in its most austere way, this theory assumes that the primary reason groups have discord with one another is the negative perceptions each has of the other, something that can potentially be overcome through affi rmative contact. If people are able to deconstruct and even eliminate these negative stereotypes, the conflict between them can be resolved. This is debatable and context specific.
Social Identity Theory (SIT): SIT posits that intergroup encounters must be approached in and through students’ larger social identities. Th is theory assumes that structured intergroup encounters refl ect or are infl uenced by the dynamics that exist between the communities “outside the room,” that is, in the larger societies in which the encounter is embedded.
Deexceptionalization: every person and every conflict is in some respects like all others, like some others, and like no others (Kluckhohn and Murray 1948). In this sense, no participant is sui generis and no confl ict is entirely one of a kind. By deexceptionalizing students and the confl icts they are part of, participants are able to reexamine, reunderstand, and reimagine ways to transform themselves, their groups, and their intergroup conflicts.
Pedagogy of ambiguity: where skills are not simply competencies, but the ability to operate in the complexities of uncertainty. Ambiguity tolerance has an important part in the problem-solving and decision-making cycles, assisting students with performing better in intricate scenarios. Learners who tolerate ambiguity are more confident in their decisions, improve performance, and focus on advantageous results (Arquero et al., 2017). This is very present in Art and Design education, which involves practice-based learning with open briefs: where students have to engage in active negotiation and problem solving is key … as is more frequent use of modes of formative assessment, through informal discussion and critique … there is an unspoken requirement that students experiment, take risks. (Austerlitz et al. in Drew 2008, p. 32)