Domains of an Equity Competency for SFSE. DOI: https://doi.org/10.1525/elementa.428.t8
| Domains . | Knowledge, Skills, Attitudes and Practices . | Connections to Related Literature6 . |
|---|---|---|
| Awareness of Self | Become aware of one’s own assumptions, values, and beliefs that contribute to personal biases (implicit and explicit) | 1,3,4,5,6,7,9,12,13,14,17,18 |
| Understand one’s own social and cultural locations and related identities and group memberships, and how these relate to working with others | 1,2,3,4,5,6,7,9,17 | |
| Practice preventative self-care in order to remain productive and constructive | 11 | |
| Awareness of Others and One’s Interactions with Them | Recognize the assumptions, values, and beliefs that contribute to others’ personal biases (implicit and explicit) | 1,3,4,5,6,7,9,10,14,16,17 |
| Recognize the extent to which socio-cultural structures and values may oppress, marginalize, alienate, or enhance privilege and power in others’ lives | 3,4,5,6,7,8,13,15,17 | |
| Tailor communication strategies to effectively express, listen, and adapt to others to establish relationships to further collective action | 1,2,3,5,6,7,9,10,13 | |
| Awareness of Systems of Oppression | Identify historical and current systemic inequities (e.g. organizational, institutional, legal, and legislative) that affect different social groups and individuals | 3,4,5,6,7,12,15 |
| Describe how policies impact racial equity in the food system | 15,18 | |
| Examine current and historical systemic expressions of racism and its intersections with class, gender, and other forms of systemic oppression in the food system | 3,5,6,7,12,15 | |
| Strategies and Tactics for Dismantling Inequity | Build awareness of historical and current strategies and projects of resistance at the individual and collective scales | 12,14,15,17 |
| Identify potential policy solutions and strategic opportunities to create a more racially equitable food system | 2,5,6,7,18 | |
| Use knowledge of the effects of oppression, discrimination, and historical trauma to guide the co-development of socially just planning and interventions | 4,5,6,7,9,10,12,18 | |
| Assess community assets and needs in ways that gather information, increase participation, and strengthen social cohesion, ensuring community needs are centred | 5,6,7,12,15,17 | |
| Co-formulate strategies and tactics with affected individuals and groups to set goals, generate program ideas, make organizational decisions, respect differences in communication and conflict styles, and take steps for collective action | 2,3,5,6,9,12,15,17 | |
| Domains . | Knowledge, Skills, Attitudes and Practices . | Connections to Related Literature6 . |
|---|---|---|
| Awareness of Self | Become aware of one’s own assumptions, values, and beliefs that contribute to personal biases (implicit and explicit) | 1,3,4,5,6,7,9,12,13,14,17,18 |
| Understand one’s own social and cultural locations and related identities and group memberships, and how these relate to working with others | 1,2,3,4,5,6,7,9,17 | |
| Practice preventative self-care in order to remain productive and constructive | 11 | |
| Awareness of Others and One’s Interactions with Them | Recognize the assumptions, values, and beliefs that contribute to others’ personal biases (implicit and explicit) | 1,3,4,5,6,7,9,10,14,16,17 |
| Recognize the extent to which socio-cultural structures and values may oppress, marginalize, alienate, or enhance privilege and power in others’ lives | 3,4,5,6,7,8,13,15,17 | |
| Tailor communication strategies to effectively express, listen, and adapt to others to establish relationships to further collective action | 1,2,3,5,6,7,9,10,13 | |
| Awareness of Systems of Oppression | Identify historical and current systemic inequities (e.g. organizational, institutional, legal, and legislative) that affect different social groups and individuals | 3,4,5,6,7,12,15 |
| Describe how policies impact racial equity in the food system | 15,18 | |
| Examine current and historical systemic expressions of racism and its intersections with class, gender, and other forms of systemic oppression in the food system | 3,5,6,7,12,15 | |
| Strategies and Tactics for Dismantling Inequity | Build awareness of historical and current strategies and projects of resistance at the individual and collective scales | 12,14,15,17 |
| Identify potential policy solutions and strategic opportunities to create a more racially equitable food system | 2,5,6,7,18 | |
| Use knowledge of the effects of oppression, discrimination, and historical trauma to guide the co-development of socially just planning and interventions | 4,5,6,7,9,10,12,18 | |
| Assess community assets and needs in ways that gather information, increase participation, and strengthen social cohesion, ensuring community needs are centred | 5,6,7,12,15,17 | |
| Co-formulate strategies and tactics with affected individuals and groups to set goals, generate program ideas, make organizational decisions, respect differences in communication and conflict styles, and take steps for collective action | 2,3,5,6,9,12,15,17 | |
6 Equity and Social Justice Related Competency Literature Groupings
Domain-General Competency
1. Intercultural (AACU, 2014b )
2. Civic Engagement (AACU, 2014a )
3. Punteney, 2016 (Multicultural Education)
4. Chun and Evans, 2016 (Diversity/Cultural Competency)
Discipline-Specific
5. Ratts et al., 2016 (Multicultural Counseling)
6. Core Competencies for Social Work Education (Council on Social Work Education)
7. Agyeman and Erickson, 2012 (Planning)
8. Cohen and Gregory, 2009 (Nursing)
ESD Literature
9. Lozano et al., 2017
10. Engle et al., 2017
11. Brunders and Wiek, 2017
12. Habron, 2012
SFSE Literature
13. Galt et al, 2013
14. Anderson, 2013
15. Meek and Tarlau, 2016
16. Francis et al., 2018
17. Valley et al., 2018
Center for Social Inclusion
18. Giancatarino and Noor, 2014