UVM Theses and Dissertations
Format:
Print
Author:
Olstad, Christina Marie
Dept./Program:
College of Education and Social Services
Year:
2012
Degree:
Ed. D.
Abstract:
Aspractitionerscommittedtosocialjustice, wecannot pickandchooseour conversation. We must speak up and share our experiences, values and beliefs, and share how intolerance and oppression hurt everyone. How we speak up can be the difference between the construction ofa 'social justice conversation wall' or a willingness to engage in a conversation around difference. (Olstad, 2011).
Within the changing landscape of the academy, social justice education and intercultural competence are essential functions in the field of higher education student affairs. As a professional in higher education, I have developed a commitment to social justice through my personal histories and my experiences within the profession of social work and student affairs. The purpose of this dissertation study was to understand how a professional educator in the area of student affairs has been able to maintain a personal commitment to social justice, equity, and diversity while striving to navigate the challenges of family dynamics and non-inclusive environments. For too long I stumbled around social justice conversations.
In this study, I specifically examine familial homophobia, racism, genderism, and classism and provide stories of how I have authentically engaged students, colleagues and family members through difficult conversations around issues of social justice and diversity. Through scholarly personal narrative (SPN) research, I pose some personal, "narrative-grounded contextual" (Nash, 2004) questions to guide self-interrogation as I explore life experiences and personal struggles in an attempt to construct new meaning about the importance of living a congruent life personally and professionally. In my study I elaborate on five key strategies as examples of ways to engage with family members, colleagues and students, which include: understand your belief system; do your own work; listen; suspend judgment; and find the story.
I then generate several "crucial frameworks" needed to navigate pervasive challenging dynamics within a family unit-moral conversation, dialogue, and social justice advocacy-and expand these to include implications for the field of student affairs. To conclude, I engage in Epistolary Scholarly Personal Narrative (Nash & Bradley, 2011) and incorporate a series of letters to my family and colleagues to convey my learning-challenging and triumphant moments-and new ways of thinking about my commitment to social justice and living a congruent life in and outside of the academy.
Within the changing landscape of the academy, social justice education and intercultural competence are essential functions in the field of higher education student affairs. As a professional in higher education, I have developed a commitment to social justice through my personal histories and my experiences within the profession of social work and student affairs. The purpose of this dissertation study was to understand how a professional educator in the area of student affairs has been able to maintain a personal commitment to social justice, equity, and diversity while striving to navigate the challenges of family dynamics and non-inclusive environments. For too long I stumbled around social justice conversations.
In this study, I specifically examine familial homophobia, racism, genderism, and classism and provide stories of how I have authentically engaged students, colleagues and family members through difficult conversations around issues of social justice and diversity. Through scholarly personal narrative (SPN) research, I pose some personal, "narrative-grounded contextual" (Nash, 2004) questions to guide self-interrogation as I explore life experiences and personal struggles in an attempt to construct new meaning about the importance of living a congruent life personally and professionally. In my study I elaborate on five key strategies as examples of ways to engage with family members, colleagues and students, which include: understand your belief system; do your own work; listen; suspend judgment; and find the story.
I then generate several "crucial frameworks" needed to navigate pervasive challenging dynamics within a family unit-moral conversation, dialogue, and social justice advocacy-and expand these to include implications for the field of student affairs. To conclude, I engage in Epistolary Scholarly Personal Narrative (Nash & Bradley, 2011) and incorporate a series of letters to my family and colleagues to convey my learning-challenging and triumphant moments-and new ways of thinking about my commitment to social justice and living a congruent life in and outside of the academy.