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

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Bibliographic Details
Title: Troubling the Basics: How LGBTQ+ Trainings Function as Non-Performative Commitments
Language: English
Authors: D. Chase J. Catalano, Sy Simms
Source: Critical Questions in Education. 2025 16(1):67-86.
Availability: Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2222018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: LGBTQ People, Social Justice, Intervention, Workshops, Program Effectiveness, College Environment, Inclusion, Social Bias, Facilitators (Individuals), Program Content, Consciousness Raising, Social Support Groups
ISSN: 2327-3607
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460008
Database: ERIC
Description
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.
ISSN:2327-3607