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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 provides 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. They 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.

Large Midwestern University (LMU) requires all first-year students to enroll in a first-year seminar class in the fall term. This class includes a traditional course component led by a faculty member and a college transitions seminar led by a student peer mentor that occurs every week. The curriculum for the college transitions seminar includes an hour-long session on diversity and social justice. I (Scott) designed the diversity and social justice session for student peer mentors to lead these sessions; however, guest speakers (including myself) could also be invited to facilitate sessions.

Regional Teacher Nonprofit (RTN) is a large state-based organization that awards approximately 100 scholarships to high school graduates pursuing degrees in K-12 education. The organization expected students to complete a summer-long training experience as a condition of their scholarship after their first year in college. Part of the training experience included a single 2-hour training to discuss issues of social inequality in general and related to their future careers in K-12 education. RTN staff asked for the training to focus on building knowledge about social inequality and increasing students' awareness of inequality in their future careers. I (Scott) designed the workshop curriculum for me, with support from RNT's paraprofessional staff, to facilitate small group activities as needed.

Educators may struggle when narrowing their learning goals because it is challenging to prioritize content areas over others. Indeed, it can feel difficult to create boundaries between content that educators see as deeply interconnected. Consider these questions: How does one teach about racial differences across communities without also teaching the history of racism and the creation of race as a social construction? How can one develop critical consciousness of how individuals benefit from privilege in their own lives without also learning how society institutionalizes social power to favor select groups? How might students learn skills for advocating against social inequality without reflecting on how they reinforce privilege and oppression in their own lives? How can educators convey the interconnected nature of oppression without talking about its multiple manifestations including (but not limited to) racism, sexism, classism, heterosexism, faithism, and ableism?

A review of articles in The Chronicle of Higher Education and Inside Higher Ed reveal how issues of social (in)justice on college campuses have resurged in the national spotlight in recent years. As student activism has gained attention from university leadership, many student activists have articulated varied demands to enhance the campus climate (Espinosa et al., 2016). An analysis of student demands by Chessman and Wayt (2016) revealed a call for more campus diversity programming and training, curriculum revisions, and an increase in the racial diversity of students on campus. Among the ways that institutions attempted to invest in diversity on their campuses is the creation of diversity workshops and trainings (Kolowich, 2015).

Educators often design social justice education workshops and structured conversations for in-person implementation. However, technology has helped evolve the educational landscape toward online teaching and learning in multiple ways. Technology has enabled educators to facilitate distance learning experiences, fully online courses and workshops, and blended in-person and online experiences (Bowen, 2012; Kearsley, 2005; Rudestam & Schoenholtz-Read, 2010; Stephenson, 2001). Online education is an umbrella term that encompasses the use of technology to support teaching and learning in both real-time and asynchronous formats. Online education may include software that connects two in-person spaces, teleconferencing platforms (e.g., Google Meet, Skype, Zoom), learning management systems (e.g., Blackboard, Canvas, D2L), and online modules designed to teach content. While some educators find value and promise in online education (Reif, 2013), others are skeptical of the impact it can have on social justice outcomes and educational equity (Bonilla, 2011). Educators committed to providing students with social justice education experiences must ask themselves to what extent they are able and willing to adapt their curriculum, facilitation, and assessment for virtual education spaces.

Imagine for a moment that you are developing a 2-hour workshop for international students to learn about social inequality in the United States. As you plan the workshop based on the relevant contextual influences, how do you think about the workshop content related to your students? Would it make sense to use a conceptual framework about systemic power, privilege, and oppression for students who are not familiar with these concepts in the United States? Alternatively, should you use developmental theories to help students understand their own social identities and experiences with social inequality? Given who you are and what you value, what do you believe is most important, and how might that align with the needs of these students?

Imagine that a social justice education workshop or structured conversation has attracted the attention of a university president. The president not only comes to the event but also invites the educator who oversaw the event to their office to share more about their work. After reviewing the curriculum, the president asks for data that shows how effective it was. Does the educator have data to answer their question? What types of data might they present? Students' ability to directly demonstrate learning Students' self-reported data on the event's effectiveness Satisfaction data from the students General open-ended comments from the students Anecdotal feedback from a few students after the experience

\"The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.\"

Looking ahead at the future of higher education, we believe that the need for deliberately designed and facilitated social justice education workshops and structured conversations will increase over time. As this need increases, institutions will rely on professionals, graduate students, and undergraduate peer educators to meet this growing demand. Therefore, it will be imperative that our community of social justice educators be prepared to help develop and facilitate these educational experiences. Make no mistake, our social justice education experiences are critical to educate our students to become better citizens in our communities and help lead our world toward a more socially just future. As such, we must ask ourselves: To what extent are we able to support the type of educational experiences that both our students and institutions need from us?