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Bridges 4 Justice exists to help create a more socially just and equitable world.


Bridges 4 Justice contributes to this effort by engaging with organizations in assessment work, strategic planning, training and professional development, speaking engagements, and coaching for leaders and managers on issues related to diversity, equity, and inclusion.


Bridges 4 Justice is also involved in larger community advocacy around important issues regarding social, racial, and economic justice, LGBTQIA+ advocacy, equity, and justice, and gender equity and justice including putting an end to violence against women.

Communities, schools, and organizations large and small need strong leaders who are willing to lead and face complex, challenging, and evolving issues surrounding structural barriers in our society, our schools, and our workplaces.


We need to develop models of leadership that allow us to cross the difficult divides present around these issues and allow people to feel respected and their voices heard.


We must work together to engage authentically in courageous conversations to better understand the issues impacting individuals, communities, and organizations in order to find solutions to create more inclusive and equitable communities and workplaces.


Doing Social Justice Education: A Practitioners Guide for Workshops and Structured Conversations  

D. Scott Tharp with Roger Moreano


This book is principally written for entry-level student affairs and non-profit staff who develop and facilitate social justice education workshops and structured conversations, as well as for student peer educators who are often employed to assist in the facilitation of such workshops for their peers.

It is suitable for anyone starting out to do such work. It provi
des readers with a practical framework and hands-on tools to craft effective and positive interventions and workshops that are relevant to context and are true to the facilitator’s own circumstances. It offers a succinct but comprehensive introduction to the planning, design, and facilitation of social justice experiences, grounding readers in relevant theory, taking into account participants’ prior understandings of issues of race and privilege, institutional environment and campus climate, and the facilitator’s positionality.

It provides guidance on defining outcomes and developing content and exercises to achieve workshop goals. Starting from the premise that the facilitation and delivery of social justice education experiences should be grounded in scholarship and that such experiences can only achieve their ends if crafted to meet the unique characteristics and circumstances of the institution and workshop participants, the authors begin by synthesizing current theory on social justice education and cultural competence, and then guiding readers on analyzing the context and purpose of their workshop.

The authors provide readers with an easy to follow five-part framework to systematically design social justice education workshops and structured conversations and to assess the resulting learning. Particularly valuable for those starting out in this work is guidance on facilitation and on the use and selection of exercises to align with goals and participants' characteristics and social identities.


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