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1. Social Action
Week 2 Discussion
Discussion Board Post- (Original Content Only) (400 words) (APA format) (in-text citations are a must)
Discussion: What is Social Justice?
Context: According to The Encyclopedia of Diversity and Social Justice, “The term social justice references a social circumstance in which historical inequities between peoples based on various dimensions of social identity (e.g., race, class, gender) have been remedied so that measurable proportional equality across all peoples exists.” Further, in a 2017 letter to the Regis community, former university president, Father John P. Fitzgibbon, laid out three Jesuit principles. The third principle reads as follows:
We believe the University serves not only itself and its students but is called to be a force for justice and peace in society, above all, in defense of the poor and marginalized. For us, to seek the “greater glory of God” is to bear responsibility for the most pressing issues of our time. This means exploring not only the dynamics of race, ethnicity, nationality, religion, gender, sexuality, and culture, but also the social and structural implications of privilege, power, and social political order in America and the wider world.
Father Fitzgibbon’s declaration, as well as the six Key Jesuit Values, you read this week give us a good sense of how Regis University understands social justice and social action. How do you understand social justice?
Task: This discussion asks you to do two things:
How do you define social justice? What anchors your understanding of social justice? That is, is there a text, religion, practice, philosophy, or idea that informs your understanding of social justice? Explain.
How did you come about your “anchor”? Is it family tradition? Cultural norm? Countercultural response? How does this anchor inform your identity? Have you ever questioned the validity of this anchor?
Using the Peace and Justice Research Guide developed by the Regis Library, identify an article, book, or website that adds dimension or a new perspective to your definition of social justice. This source can align with your ideas of social justice, but it can also contrast with your ideas. Briefly summarize the source, describe the philosophy and/or basic assumptions of its author(s), and explain how it adds dimension or perspective to your definition of social justice.
2. Discussion
Discussion Board Post- (Original Content Only) (400 words) (APA format) (in-text citations are a must)
Discussion: Craft of Poetry as Social Action
Context
This week we will all read Audre Lorde’s poem, “Power” (https://www.poetryfoundation.org/poems/53918/power-56d233adafeb3) and consider the ways in which it speaks to social justice.
Task
Please respond to the three questions below (500 words) in your discussion post.
In what ways does this poem engage with issues of social justice? (Quote specific examples).
What do you notice about the poem’s use of craft (sound, image, idea, form)?
How do those craft elements speak to the social justice content in the work?
3. Social Action
Week 2 Discussion
Discussion Board Reply- (Original Content Only) (200 words per post) (APA format) (in-text citations are a must)
Social Justice: Easier said than done
Contains unread posts
MaryAnn Mace posted Sep 4, 2024 7:40 PM
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Looking at social justice from a broad perspective, my definition would entail bringing equity or a social balance to circumstances where equality does not exist for individuals. Social justice implies action is taken to create equanimity in society for those who are not treated fairly, i.e. justly. This reminds me of the Golden Rule: Do unto others as you would have them do unto you. This could be considered the goal of social justice.
Hmmm, now that I bring up the Golden Rule, perhaps that is the foundation for my belief in Social Justice. I’m a very fair-minded person and approach and interact with others based on that premise. My interactions and treatment of others involve an equal playing field perspective – everyone with whom I interact is given consideration and respect unless they do something to cause me to treat them otherwise. I do not come from a particularly religious family, so faith does not serve as an influencer for me, maybe it is just common courtesy and traditional values that drive me. I have never questioned treating people otherwise and rarely is my approach questioned by me.
However, in considering brief research that I conducted about the Golden Rule, the rule is referenced in both New and Old Testaments as a pronouncement by Jesus of Nazareth in his Sermon on the Mount (Wikipedia). Further, attribution about variations of the Golden Rule is given to other ancient Middle Eastern cultures, so it appears, the concept is universal. This never occurred to me. Interesting what a person can learn in one simple Google search!
Article: Parity of participation? Primary-school children reflect critically on being successful during schooling
Hargreaves, Eleanore, Denise Buchanan & Laura Quick. “Parity of participation? Primary-school children reflect critically on being successful during schooling.” Oxford Review of Education, 2021. DOI: 10.1080/03054985.2021.1886916
Our society’s discussion and challenges with social justice beg the question: What about the children? Ideally, the children of today will benefit from any advances made in social justice, but how are children dealing with the issue themselves now? One can only imagine how they internalize the concept. A recent article discusses this issue which is difficult enough for adults to grapple.
The author of the article defines social justice as “a) distribution of wealth; b) recognition of status; and c) representation of voice” (Hargreaves 1). Having these facilitates a “parity of participation” in a community. Article findings reveal that children who do not excel in certain subjects may be ostracized and face obstacles to equal participation in school because of this. This would mean ostracized children would not have equal access to “material resources including teachers, lessons and subjects; equal status among all other children; and has their voice heard as they make an equitable active contribution to decision-making in schooling” (Hargreaves 2). The article doesn’t so much as offer solutions as it does to point out the urgency of correcting the issue.
4. Social Action
Week 2 Discussion
Discussion Board Reply- (Original Content Only) (200 words per post) (APA format) (in-text citations are a must)
Equity for All
Contains unread posts
Sheryl Tirol posted Sep 5, 2024 3:55 PM
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When I think of social justice, equity and respect immediately come to mind. These values are foundational to the concept of justice, which is about fairness, giving people what they deserve, and doing what is right to maintain balance. However, our society has often struggled with maintaining that balance. My understanding of social justice is grounded in both my faith and lived experiences. Growing up Catholic, I’ve learned that we are called to live out our faith by working toward a just world, following the example of Jesus, who cared for the marginalized and stood for justice. This includes supporting efforts to reduce poverty, fighting for workers’ rights, and advocating for peace and human dignity.
The Jesuit values are closely aligned with this vision of social justice, particularly Magis—striving for excellence—and cura personalis—caring for the whole person. Both resonate deeply with me, as they call us not only to do better but also to care for each individual in their entirety. These principles guide my approach to social justice and reflect the values I hold dear.
My anchor is rooted in both my faith and life experiences. These foundations guide my belief that every human being deserves to be treated with dignity. At the core of this belief, I strive, as the Jesuits teach, to see God in all people. Living by the golden rule has been a guiding principle for me, though I recognize that I’ve fallen short at times. There have been moments when I’ve questioned these values, especially when I’ve been treated without the same respect I extend to others. Personally, I’ve encountered individuals who claim to be deeply devout but fail to practice what they preach regarding social justice. Yet, I’ve come to realize that no one is perfect. Despite the disappointment I feel when confronted with injustice, I refuse to let it erode my commitment to treating others with respect. I hold fast to my standards, knowing that the way I conduct myself defines who I am, not the actions of others. Ultimately I know for myself at least, it is progress not perfection and when we fall short, we must make an effort to learn from what our mistakes and try again.
The article “Justice Poetry” by Lisa Ampleman explores how poetry serves as a vehicle for social justice, particularly reflecting on the work of Jesuit Father Daniel Berrigan. It highlights the tradition of “poetry of witness,” where poets like Berrigan, Adrienne Rich, and Ross Gay address societal injustices, urging readers to reflect and act. Berrigan, known for his Catholic faith and anti-nuclear activism, used poetry to question injustices and inspire action, particularly through a lens of peace. Ampleman’s article broadens the idea of social justice by highlighting the power of art and empathy. It argues that just being aware of injustice isn’t enough and encourages real action. This adds a new layer to the Catholic idea of seeing God in everyone, extending the conversation beyond religion to urge readers to not just notice injustice but to actively work against it.
One thing I appreciated in this article was a perspective from poet Natalie Diaz who says: “she is ‘skeptical of what witness has become in poetry,’ in part because she is wary of empathy, which she calls “selfish.” ‘We can’t have empathy for the people we drop bombs on because we aren’t afraid bombs will be dropped on us,’ she says. In other words, social justice poetry can fail if people who are privileged and safe feel that just because they have read a poem about war, they have experienced the feelings of those who are terrorized by war. Such empathy is voyeuristic and empty if readers fail to take any further action.”
This section resonated with me because I think we can fall into trap of saying we have educated ourselves about these issues and think we have it all figured out or worse don’t think more work needs to continue within social justice. I believe our writing can continue to elevate and inform those in our community and beyond. As many prolific writers such as James Baldwin have paved the way for us to tell those stories, we as writers have a responsibility to continue speaking up and writing about these issues. If the last five years have taught us anything, we have made progress but there is still so much work to be done.
Works Cited:
Ampleman, Lisa. “Finding the Catholic Voices in Social Justice Poetry.” America Magazine.org, April 17, 2017.
5. Social Action
Week 2 Discussion
Discussion Board Reply- (Original Content Only) (200 words per post) (APA format) (in-text citations are a must)
Power is not Powerless
Contains unread posts
MaryAnn Mace posted Sep 5, 2024 8:06 PM
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I have to confess that I am not proficient at deciphering poetry. Perhaps that is because I’m several decades out from having studied it. As well, poetry is best understood from discussion. There is a poetic license and structure unique to the genre that speaks differently to each of us, so it helps when there is a combined perspective. What I see in this poem is likely entirely different from another’s impression. I feel my one-sided input may be a little lacking. What I do feel from this poem is strong imagery and emotion. As well, there is an overt social justice message that is powerful.
As a creative piece with its use of poetic devices, the poem effectively communicates gut-wrenching emotion leaving one depleted. At least I was. At the end, I was angry because I could feel the author’s pain, anguish, and futility. These emotions are expressed through the imagery the poem creates:
“I am trapped on a desert of raw gunshot wounds
and a dead child dragging his shattered black
face off the edge of my sleep”
The line length which prompts the pace of the poem forces the reader to feel the content more powerfully and consider the message more thoughtfully.
One thing that is very clear in this poem is its impressions of social justice…or lack thereof for the dying boy. Stanza three depicts the bigoted police officer’s contempt for the boy with “Die you little motherfucker” a brutally cruel sentiment. Further insult is added by the officer’s admission that all he saw was the boy’s color as rationale for the shooting. While too common an occurrence, I still can’t conceive that people think this way over someone’s skin color as the reason for hate.
Then in following the not guilty verdict, adding further insult and vitriol, there is the line:
“they had dragged her 4’10” black Woman’s frame
over the hot coals
of four centuries of white male approval
until she let go
the first real power she ever had”
I interpret this as meaning any power the woman (assume the mother) had attained as a Black woman was wiped out with the acquittal and obliterated any gains in society as a person of color.
I believe poetry can generate a more powerful punch than “simple” rhetoric. Maybe this comes from poetry’s language and form which can be more condensed than prose. In culinary terms, like stock is to broth. Overall, “Power” is a good example of a poem that packs quite an emotional wallop within its limited lines.
6. Social Action
Week 2 Discussion
Discussion Board Reply- (Original Content Only) (200 words per post) (APA format) (in-text citations are a must)
Powerful Images by Audre Lorde
Contains unread posts
Sheryl Tirol posted Sep 7, 2024 8:28 AM
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1.
In the poem Power by Audre Lorde, we see a strong example of her engagement with social justice issues. Lorde shows how a group of white men pressures a Black woman to change her opinion in a police brutality case.

“Today that 37 year old white man
with 13 years of police forcing
was set free
by eleven white men who said they were satisfied
justice had been done
and one Black Woman who said
“They convinced me” meaning
they had dragged her 4’10” black Woman’s frame
over the hot coals
of four centuries of white male approval
until she let go
the first real power she ever had
and lined her own womb with cement
to make a graveyard for our children.”
The imagery of the Black woman being dragged “over the hot coals of four centuries of white male approval” highlights the historical and ongoing oppression of Black women in America. The powerful metaphor of her womb becoming “a graveyard for our children” speaks to the destruction of future generations and the deep trauma inflicted on marginalized communities.
In this passage, Lorde explains that if she doesn’t use her writing to speak out against injustice, she risks becoming indifferent and corrupt. She believes that ignoring her responsibility to address the oppression of marginalized groups would cause her talents to go to waste. Her power, like an unused wire, would be useless if she didn’t use it to make a difference and create change.
“But unless I learn to use
the difference between poetry and rhetoric
my power too will run corrupt as poisonous mold
or lie limp and useless as an unconnected wire”
In this opening line, Lorde connects to social justice by showing how serious the fight against oppression is. She contrasts poetry (speaking the truth) with rhetoric (empty talk) and says that a real commitment to justice might mean sacrificing yourself to protect future generations. She emphasizes that people have a responsibility to confront injustice, or else their children will continue to suffer.
“The difference between poetry and rhetoric
is being ready to kill
yourself
instead of your children.”

2.
Lorde uses powerful imagery and sound to create a visceral sense of violence and grief. The line “trapped on a desert of raw gunshot wounds” evokes the relentless pain experienced by the Black community, and the metaphor of a “desert” highlights feelings of isolation and desolation. The sharp sounds in phrases like “raw gunshot wounds” mirror the violence described, while the image of “a dead child dragging his shattered black face” off the edge of sleep conveys how trauma haunts the speaker, even in their dreams. This use of vivid, haunting images forces the reader to confront the brutal reality of racial violence, emphasizing the weight of living in a world filled with this constant threat.

“I am trapped on a desert of raw gunshot wounds
and a dead child dragging his shattered black
face off the edge of my sleep”
The repeated harsh sounds in lines like “the desert of raw gunshot wounds” create a sharp rhythm that mimics the violence. The similar sounds in words like “raw” and “gunshot” highlight the brutality, making the violence feel real and unsettling. The way sentences continue onto the next line keeps the tension high, pushing the reader forward and showing how relentless the injustice is.
One of the central ideas in “Power” is the corrupting force of systemic racism, particularly in the justice system. The idea of “power” is explored not just as a tool for liberation but also as something that can be corrupted if not used responsibly, as seen in the lines where Lorde contrasts poetry and rhetoric. Lorde suggests that silence in the face of injustice allows power to “run corrupt.” Lorde’s use of simple, straightforward language, along with the poem’s structure, creates a feeling of urgency and raw emotion in her criticism of power and injustice.
3.
Lorde’s craft elements work together to highlight the poem’s social justice themes, making the violence and racism described feel immediate and impactful. The image of a policeman standing over a child’s blood with “cop shoes” vividly depicts the brutality and dehumanization in the scene. This stark image highlights the violent impact of systemic racism and the disregard for innocent lives. In the following passage, Lorde provides a vivid image to evoke emotion and help people really understand how this kind of brutal injustice cannot continue.
A policeman who shot down a ten year old in Queens
stood over the boy with his cop shoes in childish blood
and a voice said “Die you little motherfucker” and
there are tapes to prove it. At his trial
this policeman said in his own defense
“I didn’t notice the size nor nothing else
only the color”. And
there are tapes to prove that, too.
Lorde criticizes the justice system and societal structures that cause violence against marginalized groups. The poem shows how power can be abused and how racial bias leads to violence, highlighting its focus on social justice. I feel like she gives readers a challenge or call to action to not stand idly by to allow this kind of violence to continue.
No pun intended but this was a very powerful poem to illustrate the continued injustice that happens in our world. It is raw and direct but I believe incredibly effective when trying to actually show people the constant violence inflicted upon them. I’m really glad we used this to explain the value and importance of continued creative work in the social justice space.
Works Cited:
Lorde, Audre. “Power.” Poetry Foundation, www.poetryfoundation.org/poems/53918/power-56d233adafeb3. Accessed 5 Sept. 2024.

7. Writing Assignment: Craft of Poetry as Social Action
(Original Content Only) (3 pages) (APA citation) (In-text citations are a must)
Context
This week your research toward your Portfolio Projects will specifically explore how the craft of poetry engages with writing as social action.
Task
In this writing assignment, you’ll choose one of the prompts below to respond to, based on your MA concentration or MFA specialization. Specialization is: Liberal Studies
Creative Writing
Write a pantoum about a social justice issue of your choice.
Pantoum
Donald Justice, Pantoum of the Great Depression.
Chris Green, American Gun: A Poem by 100 Chicagoans. Another Chicago Magazine.net 2020/09/23, this is a chorus or community this is a new way to write a pantoum an interview with Chris Green.
Craft Writing Rubric

Literature
Read a database article or book chapter that speaks to your final literary analysis project (in relation to social justice poetry). Summarize and reflect on the article or chapter you selected. Discuss what you learned and how it defines/approaches literature and/or your essay topic in relation to social justice. How does this reading speak to or impact the thesis of your final essay? Use MLA citations and title each reflection as per the article or chapter you chose (3 double-spaced pages).
Reflection Rubric

Pedagogy
Read a chapter from Power and Identity in the Creative Writing Classroom or Teaching to Transgress. Summarize and reflect on the chapter you selected. Discuss what you learned and how it defines/approaches creative writing pedagogy in relation to social justice. How would you approach the methodologies discussed? What kind of group exercises (related to poetry) would you assign? Please use MLA citations and title each reflection as per the chapter you chose (3 double-spaced pages)

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