Guidelines for Trainings

The activities and checklists within this section come from a variety of sources and can be used individually or in conjunction with other materials. The referenced activities and suggested resources are by no means intended to provide an exhaustive list of tools but rather a useful foundation with materials updated frequently.

The purpose of weaving concepts of social justice into your trainings is so that students can be reminded to examine the systemic factors influencing populations they are tutoring as opposed to focusing solely on the elements of individual determinants. True social justice education avoids reinforcing stereotypes and work actively against oppressive forces that impact marginalized populations.

When considering what trainings and academic components of social justice education you should weave into your programing consider the following:

Determine Goals of Trainings as They Relate to Students’ Understanding of Social Justice Issues

  • Consider specific learning objectives and how they will be addressed.
  • Create a logic model that diagrams how students will grasp the concepts of social justice in education that includes both short term and long term goals.

Frequency of Trainings

  • Determine frequency and duration of trainings based on your semester or year long based service structure. Start with incorporating these topics in your orientation. Identify where else you can implement trainings and reading assignments that address  components of social justice.

Consider Language

  • Ask yourself and pose your students to ask, “who is being served?”.
  • Reiterate the importance of non-hierarchical and reciprocal relationships
  • Teach that we are not givers and recipients; we are not volunteers and participants. We are neighbors caring for one another.

Who should lead these trainings?

  • First assess if someone within your organization is skilled in these types of trainings.
  • Consider the socialized identity of trainers. Whenever possible, arrange for trainings to be led by trainers with multiple identities (i.e., if leading an anti-racism training, plan to have the training co-led by both a person of color and a white person).

Consider where academic components focus or can focus on social justice topics

  • Provide space in the classroom where students can actively unpack the oppressive institutions that exacerbate inequities in the school system and elsewhere.
  • Incorporate scholarly articles and books that provide a framework for understanding systemic inequalities (see resources list).

Incorporate social justice concepts in REFLECTION

  • Pose questions that ask participants to explain in their view what the underlying issues are facing the community they are serving.
  • Create a reflection process for participants on ALL ends of the project. In a tutoring setting, this means gathering reflection or feedback from the tutees as well as the tutors.
  • Keep it participatory for your students, let them take part in the design of the reflection.