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Troubling the Basics: How LGBTQ+ Trainings Function as Non-Performative Commitments.

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Title: Troubling the Basics: How LGBTQ+ Trainings Function as Non-Performative Commitments.
Authors: Catalano, D. Chase J.1, Simms, Sy2
Source: Critical Questions in Education. Winter2025, Vol. 16 Issue 1, p67-86. 20p.
Subject Terms: *Critical pedagogy, *Educational change, *Workshops (Facilities), Social justice, Forums, Gesture, LGBTQ+ people
Abstract: In this paper we examine how those who design and facilitate LGBTQ+ social justice educational interventions (SJEIs), commonly known as Safe Zone or Ally Workshops, as part of their institutional role described the content and outcomes of those workshops. We provide insights about types, components, and approaches of these LGBTQ+ SJEIs. Then, using critical social justice education pedagogy and frameworks, we explore how LGBTQ+ SJEIs are insufficient to enact campus transformation and serve as an empty gesture that lacks commitment. [ABSTRACT FROM AUTHOR]
Copyright of Critical Questions in Education is the property of Academy for Educational Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: In this paper we examine how those who design and facilitate LGBTQ+ social justice educational interventions (SJEIs), commonly known as Safe Zone or Ally Workshops, as part of their institutional role described the content and outcomes of those workshops. We provide insights about types, components, and approaches of these LGBTQ+ SJEIs. Then, using critical social justice education pedagogy and frameworks, we explore how LGBTQ+ SJEIs are insufficient to enact campus transformation and serve as an empty gesture that lacks commitment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Critical Questions in Education is the property of Academy for Educational Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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