Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

Prompt 1: Create your own definition of social justice and include this definition in your
response.
a. How might you communicate this definition of social justice to your
clients/students/colleagues?
b. How might you ensure that your clients/students have input in your practice of
social justice?
c. What role does your identity play in practicing social justice as you define it?
To me, social justice is the process of creating a more humane and compassionate world.
Social justice involves gaining the awareness, knowledge and skills to advocate for equity in our
society. Equity, to me, is making sure that everyones needs are met so that they can equally
participate in society. Equity does not mean that everyones needs are the same or that everyone
should be treated as if they were the same. Social justice at its core, in my opinion, is the
celebration of the uniqueness of each individual and the acknowledgement of their value to
society.
I think that one of the best ways that I can communicate this definition of social justice to
my students and colleagues is through empathy (Collins, 2013). Having true empathy for others
experiences and working daily to understand what my students and/or colleagues are
experiencing can help my students and colleagues to see that I see them as having value. It is
also important to me that my students understand that I see them as whole people who have lives
outside of their work or being a student. Showing empathy for their experiences and working
with them to fulfill their needs in a way that works for them will help them to see this definition
of social justice.
I might ensure that my students have input in my practice of social justice by including
them in the conversation. I believe that it is important for me to understand my students views
of social justice issues, and I have found that sometimes they are more aware and have better
skills than I do around some of these issues. By including them in conversations around isms

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

and other social justice issues, I am giving their views value while at the same time they are
impacting me and changing who I am as a person. I cannot work to fulfill my students needs if
I do not take the time to find out what my students feel their needs are. I cannot be a socially just
educator if I feel that I alone can decide what is best for my students. I also find that my students
are often the people that give me that audacious hope that Duncan-Andrade (2009) talks about.
By including their input in my practice of social justice I am often more passionate and prepared
to hope boldly and believe fiercely in the goodness of others.
My identity affects my practice of social justice every day. I come from a very blessed
position in life where I have not had to deal with a lot of hardship. My parents have been
married to each other my whole life. I grew up in an upper-middle class home where my father
worked in the technology industry, and my mother stayed home with my siblings and me. I
identify as white. I have been granted the privilege of a debt free undergraduate experience, and
I am now over halfway to my masters degree. Social justice is not something that I have really
had to think about unless I actively choose to because of all of the privilege that I have been
given in life. Every day my students remind me how important it is for me to continue to
actively choose to make social justice issues my issues. They remind me that equity and
compassion are not freely given to all and that not everyone sees their value in society. Most
importantly, they remind me that my privilege is something that I can use for them. It allows me
to be an advocate for my definition of social justice if I continue to actively choose to
acknowledge that social justice issues exist, work towards a better understanding and awareness
of these issues, and be willing to live the truth (Harro, 2013).

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

Prompt 2: Respond to your professional-area groups definition of social justice that was
posted to Canvas. Is it adequate? Are any changes still needed? Use the feedback given on
Canvas from your colleagues.
a. How would one of the -Ism groups respond?
b. How would your cultural activity/space cultural group respond to this definition?
c. How would the author(s) of your autobiography/biography respond?
Student Development Final Definition of Social Justice:
For students:

To have the opportunity to explore the many layers of your own identity and the
identities of others.

To learn how interactions in society impact groups of people differently

To examine multiple viewpoints of a situation in order to create a more positive outcome

for all people

I think that this definition of social justice is very fitting for my particular program here at
Seattle University. There are two things that I think are explicitly missing from this definition
however. The first is the acknowledgement of the value of different groups of people and
different viewpoints. Social justice is not just about knowing multiple viewpoints or knowing
people interact differently. It is about knowing these things and acknowledging that these things
are all valuable to society as a whole. The second thing that I feel is missing from this definition
is an action piece. While awareness and knowledge are very important and can take a long time
to develop, skills are important as well. The third bullet point seems to be missing how we
create these positive outcomes for all people. It is important for our students to have skills that
they can start to try out in their interactions with others.
I feel that the ism group of classism would respond to this definition by saying that this
sounds great, but in practice it may be a very middle class definition for students. Students who

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

do not have the luxury of time to do the self-work of exploring their own identities and learning
about other world views may find this definition hard to follow. Students who are low
socioeconomic status tend to have to work more outside of school, commute to campus, and
have other responsibilities outside of the classroom (i.e. family obligations, children, etc.)
Therefore, these students are often less involved on campus and have less free time to devote to
subjects outside of their academic focus. I think that without a clear and concise action point in
this definition these students may not see themselves as having the time to be social justice
focused.
I think that my cultural space cultural groups would respond to this definition by saying that
all of these things are important. My cultural space, the Burke Museum exhibit Pacific Voices
(2014), was all about educating others on cultural history, values, and beliefs. The student
development definition of social justice is very heavy on educating oneself on other viewpoints
and interactions within society. The Pacific Voices exhibit also emphasized the importance of
understanding ones own history and where one comes from in this world. This fits in with the
student development definitions emphasis on understanding ones own identities. I think that
the Pacific Voices exhibit would put more emphasis on the importance of self-work in social
justice and understanding how ones cultural history has impacted others. I also think that the
Pacific Voices exhibit would put more emphasis on not only understanding others viewpoints,
but also others cultural richness and what value these individual cultures bring to the larger
society.
I think that the authors of Radical Equations (Moses & Cobb, 2001) would respond to
this definition by saying that understanding and awareness of other beliefs, viewpoints, and
values are important, but in order to really understand these things you have to bring yourself

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

into the issues and experience what others are experiencing. The Civil Rights Movement and the
Algebra Project were both things that had to be experienced to be truly understood. Social
justice, to Robert Moses and Charles Cobb, does not have a passive definition. It is something
that has to be lived and breathed in order to truly understand and be able to create more positive
outcomes for all.

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

Prompt 3: Describe one specific technique/activity/practice/act you will do in your
professional practice and explain how this examples social justice in professional practice.
In my professional practice, I would really like to incorporate the identity bag activity
that we did in class into a first year experience course for students. I feel that in social justice
work with students in higher education we often skip straight to the action piece of social justice
and expect students to know what to do or we only dwell on the big social justice issues in
society. I think that it is important to step back and help our students understand that the
personal work of social justice, understanding identity, awareness, and understanding ones own
positions and values, is just as important in making positive strides forward as the action piece of
social justice work. I feel that the identity bag activity is a good way for students to start to
explore their own identity as well as the unique identities of others.
I think that this activity would be successful in a first year experience course because it
would allow students to understand the unique identities of others, but to also forge connections
through those oh yeah, me too! moments of discovering a shared identity with someone else
that they may not have thought of before. Helping students to understand that they are not the
only one who experiences life through a certain lens can help them to feel more supported and
empowered to move forward in their learning and commitment to education and social justice
issues that affect the community. I think that an activity like this also has the potential to help
with student retention, as it is a powerful way to dispel the myth that students often believe in
that they are the only ones who are experiencing something. Dispelling this myth through this
kind of activity not only makes students feel more connected, but also it gives them people to
turn to when they may need support, help, or just some fun in life.
It would be important for the faculty and staff (myself and/or others) who are teaching

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

this kind of course to participate in this activity as well, because it takes away the power dynamic
of instructor versus students and puts everyone on the same level of simply being human beings
that carry unique identities with them wherever they go. It would help students to better
understand their instructor and to see their instructor as someone who is human and has a life
outside of the classroom that impacts them. This would allow students to make connections with
their instructor that they may not otherwise make, and it has the potential to allow students to be
more comfortable interacting with their instructor if they see them less as a figure of power in the
classroom and more as an individual who is right there with the students in the learning process.

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

Prompt 4: What barriers exist to your practice of social justice? How will you overcome
these barriers?
a. What growth do you still need in practicing social justice? How will you seek to
grow in these areas?
I think that one of the barriers that still exists for me in my practice of social justice is
taking the step to engage with those who hold subordinate identities around issues of social
justice. I feel that as someone who holds a lot of privileged identities, it can sometimes feel
overwhelming and difficult to try to engage with others around these issues because of the fear
that others will just see me as part of the problem. I think it is important for me to try to
understand how these issues impact others, however, and engage with them to understand how I
can support, help, or change in order to be a better ally and community member. In order to
overcome this barrier I think that I need to look for opportunities in my work to engage with
colleagues who are affected because of their identities by social justice issues and actively
choose, even though it may feel awkward and uncomfortable, to engage with them around these
issues. I also think that I need to be more open to attending campus events that engage a variety
of people around these issues, even if I personally am tired, or have had a long day, or any of the
other things that we often say to make ourselves feel better about not attending something we
dont have to that may make us uncomfortable.
Another barrier that I think still exists for me in my practice of social justice is that as a
professional in higher education, I think we often get caught up in talking and talking and talking
about social justice issues, and we lose the reflection and action piece of it. I feel that I need to
be better about reflecting on these issues on an ongoing basis and engaging in opportunities for
action. There are lots of opportunities to talk about these issues in higher education, but that
cannot be the only thing that we do if we want to change our communities for the better.
In order to further grow in my practice of social justice and in the areas I have mentioned

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

above as challenges, I think that one of the things that would help me would be seeking out
friends and colleagues who will hold me accountable to engaging with social justice issues. By
having people in my life that will hold me accountable, it will be harder for me to make excuses
to get out of making social justice issues a priority. I think it is just as important for me to also
seek out friends and colleagues who I can talk openly with about social justice issues and that
will give me the grace to make mistakes and keep growing and learning. In order for me to
continue growing and pushing my self in regards to social justice, I think that it is important for
me to have both of these kinds of people in my life.
This course has helped me to understand that I believe that social justice is a process. It
is a life long commitment to becoming more aware, learning more, and taking action to better the
lives of others. It requires hope and compassion as well as a willingness to speak ones own
truth. No one can get issues of diversity and social justice right all of the time, but what matters
is that one is willing to engage with these issues and get messy. Only when we all engage and
value diversity and social justice will we be able to make the great strides that our society
desperately needs. I believe that education is one of the places where this engagement can begin
for us, for our students, and our colleagues if we are willing to trust each other and start the
conversation.

Becca Van Drimmelen, EDUC 5200, Fall 2014, Anthony Longoria

References
Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.).
(2013). Readings for diversity and social justice (3rd ed.). New York: Routledge.
Duncan-Andrade, J. M. R. (2000) Note to educators: Hope required when growing roses in concrete.
Harvard Educational Review. 79(2).
Moses, R. P., & Cobb, Jr., C. E. (2001). Radical equations: Civil rights from Mississippi to the Algebra
Project. Boston: Beacon Press. ISBN 0-8070-3127-5.
Pacific Voices (2014). Burke Museum. Seattle, Washington.