Given the rates of discrimination against transgender people and the flaws inherent in existing models of coexistence and allyship, I offer two main concepts to improve trans allyship. First, an ethic of responsible listening, which I explain as the process of opening up discursive spaces for transgender voices to be heard and responded to, based on an obligation to craft dialogue and to recognize trans people as people. In tandem with listening, then, is its result, ally labor: a category of complex practices without guarantee that seek to benefit transgender lives through a process of cis people leveraging their privilege to enable trans people to better navigate systems of oppression. I work through two theoretical questions to help solve the problems with existing theories of allyship: First, how might we move towards more affirming modes of coexistence that allow for difference with the goal of recognizing transgender people as equal members of society? And second, how might we practice allyship differently through listening to voices that have traditionally been marginalized? Working through these questions, I critique existing coexistence discourses and look toward modes of enacting a more productive discourse of allyship. In order to move beyond understandings of allyship that focus on identity categories, diversity and inclusion discourses, institutional response, and education, we can think of allyship differently, as an ethical orientation that facilitates those who are different from one another living and existing together. I forward a rhetoric of allyship through this dissertation, which I define as the discourses that circulate, modify, and extend the meanings of allies and ally labor, a rhetoric that works to understand how trans and cis people can better coexist together, given an intervention that focuses on trans vernacular voices in order to build and maintain this rhetoric. Intervening rhetorically allows a focus on the ways that discourses are malleable, contingent, and balance the universal and particular. In order to do so, I analyze a variety of texts: from popular media coverage of trans celebrities and fictional film and televisual representations to understand the ambivalence of visibility, to ally training manuals from colleges and universities across the United States to parse through the logics of ally training programs, to blogs, zines, and online magazines that craft definitions of solidarity from activists, ending with an qualitative analysis of interviews with 13 transgender people in order to better understand the unique and varied needs of trans people to craft a more holistic version of allyship.

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In order to learn from non-Indigenous researchers who have engaged in respectful relationships with Indigenous communities, this study sought to explore the preparation and experiences of a group of non-Indigenous researchers at the University of Victoria who have sustained research partnerships with Indigenous communities. The existing literature suggests methodologies, processes and procedures that the non-Indigenous researchers should consider when engaging in research with Indigenous communities (Battiste, 1998; Wilson, 2007; Menzies 2004; Fleras, 2004); however, it does not address issues of researcher preparedness or readiness. Through a narrative inquiry process, this study examines the ways non-Indigenous researchers’ personal characteristics, values, knowledge, skills, and prior life experiences contribute to their abilities to research respectfully and sustainably with Indigenous peoples. Findings show that participants in this study embody an ally-based orientation and employ decolonizing methodologies. / Graduate

This thesis explores the phenomenon of Indigenous/non-Indigenous allyship. In this thesis, Indigenous child welfare leaders were interviewed regarding their perspectives on allyship and were asked to identify non-Indigenous leaders whom they consider allies. Through a storytelling methodology, these non-Indigenous leaders were interviewed regarding their journeys to allyship. As the researcher I employed thematic analysis of the interviews conducted to determine if there are patterns that suggest a process through which a non-Indigenous person becomes an ally. Analysis of the literature and the interviews conducted suggest critical processes that non-Indigenous leaders have undergone, and comprise a series of steps, in the journey to allyship. The research questions addressed in this thesis are: (1) Are there process patterns or themes that emerge with the phenomenon of allyship? (2) Is there a framework that can be identified that can inform a settler leader’s journey to becoming an ally? The research findings suggest that there are essential process patterns that emerge with the phenomenon of allyship. Further, the findings suggest there is danger in suggesting a sequential or linear process for this journey of head, heart and spirit. / Graduate / 2020-12-19

The impact of homonegativity on both sexual minorities and heterosexuals is profoundly debilitating. Due to the implicit power of their privileged status, heterosexually-identified individuals can serve a crucial role as allies in eliminating sexual minority oppression. Because minimal research exists around heterosexual identity issues, broadly, and sexual minority ally development, specifically, it is difficult to promote such ally work without a clear understanding of the developmental processes and motivational issues that lead heterosexuals to sexual minority social justice action. The current study sought to explore the developmental experiences of heterosexuallyidentified exemplars who work in their communities for sexual minority social justice. The present investigation was conducted through interviews with 12 individuals who demonstrated commitment to sexual minority volunteer work. Through the use of a discovery-oriented interviewing methodology, participants revealed the paths they have taken as they committed to social justice ally work alongside sexual minority activists. The qualitative data collected were subjected to a systematic, collaborative analysis by a team of researchers. The results revealed six general themes that arose from these participants stories, and specified subcategories within each domain: Early Family Modeling (positive modeling and negative modeling), Recognition of Oppression and Privilege (recognition of LGBT individual oppression, recognition of the oppression of others, recognition of oppression directed at oneself, recognition of ones own privilege, and recognition of others privilege), Response to Recognition (emotional reactions, taking responsibility, and behavioral reactions), Impact of Values/Attitudes (equality, attitudes about sexual orientation, personal responsibility, valuing diversity, and religious/spiritual beliefs), Reactions to Ally Work from Others (positive support from family/friends, negative reactions from local community, positive reactions from local community, positive reactions from LGBT community, and negative reactions from LGBT community), and Rewards from Ally Work (making a difference, friendships and connections, and other rewards). These findings highlighted key elements that contribute to the development of sexual minority allies. Interdependence with and empathy for others were vital elements of this growth. These often developed from encounters with otherness and led to greater involvement with social justice action. Finally, homophobia was revealed as a significant barrier to ally identification. Methods for cultivating developmental experiences are outlined.

During this session, participants will reflect on the pivotal points in their own educational process and select moments of clarity or misunderstanding which shaped the course of their academic or professional career. Whether positive or negative, these teachable moments made us who we are, and remain relevant to understanding how and what we teach. As a group, we will share some of our personal stories and discuss how to incorporate them into specific courses, how they demonstrate empathy in a relatable way, and what we hope to evoke in our students through this exchange. The handout for this session will serve as a template for participants to refer to, and build upon. This presentation relates directly to the conference theme of validating emotion as an intrinsic component of the educational process and specifically, to the concept of self-disclosure in Chapter 3 of Dr. Cavanagh’s book, The Spark of Learning.

This research examines the population of formerly incarcerated people as activists in the Formerly Incarcerated and Convicted Persons Movement. Applying a Personal Authority Framework, this work examines the role of race within organizing, the limitations of the voices of formerly incarcerated people, the role of the ally within the movement, the power that formerly incarcerated people do have and how they use it, and the necessary aspects and attributes of a movement. I conducted fourteen in depth interviews with formerly incarcerated individuals and their allies, all of which self-identified as activists. Given that the prison populations in the United States is the highest in the world, as is the populations of formerly incarcerated people, this work demonstrates the important role of activism in their lives and the importance of their personal stories and authority for an activist movement to be successful.

Lesbian and gay college students face heterosexist and homophobic attitudes and behaviors from their heterosexual peers (Burn, 2000; Fine, 2011; Franklin, 2000; Rankin, 2003; Silverschanz, Cortina, Konik, & Magley, 2008; Woodford, Howell, Silverschanz, & Yu, 2012; & Yost & Gilmore, 2011). Greek fraternity and sorority organizations can contribute to and influence the heterosexist and homophobic climate on college campuses. Greek organizations offer leadership opportunities, community engagement, and a sense of belonging, but these organizations can also perpetuate a climate of hostility and rejection of lesbian and gay peers (Case, 1996; Case, Hesp, & Eberly, 2005; DeSantis, 2007; Rankin et al., 2007; Windmeyer, 2005; Windmeyer & Freeman, 1998, 2001). As a result of the prejudice seen on college campuses, prejudice reduction interventions have been conducted with college students to reduce prejudiced attitudes toward lesbian and gay individuals. Recent research indicates that reducing prejudice does not necessarily cultivate ally behaviors toward stigmatized outgroups (Pittinsky, 2012). Some research suggests that, compared to lower levels of prejudice, positive feelings (allophilia) toward minority groups better predict supportive behaviors toward those outgroups. Using an expanded positive-focused conceptual framework, the current study tested the impact of one empathic joy focused intervention and one values affirmation focused intervention on reducing prejudiced attitudes toward lesbians and gay men, cultivating positive feelings and attitudes toward lesbians and gay men, fostering lesbian and gay affirming social justice competency, and cultivating attitudes toward social justice in a sample of fraternity and sorority college student leaders (N = 106). The current study also compared the effectiveness of these two positive focused interventions to a traditional anti-heterosexism prejudice reduction intervention (e.g., Blumenfeld, 1992). Findings from this study illustrated significant pre-intervention to post-intervention changes within the empathic joy and the anti-heterosexism intervention groups on positive attitudes toward lesbians and gay men, positive behavioral intentions toward lesbians and gay men, and positive attitudes toward social justice. Implications of the research findings for future research on effective diversity training and social justice leadership development on college campuses, and particularly within Greek life, are discussed.

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Growing inequity and political polarization necessitate organized political action capable of challenging large-scale, globalized power. Political projects around the globe, and certainly in America, that aim to shift power relations have become synonymous with projects of building allies. Others—people of color, queers, and women—have long formed political alliances in order to build movements that contest hegemonic power. Others have formed these alliances (with various allies) along the lines of political ideology. Increasingly, with the growing influence of identity politics overshadowing class politics, identity plays a key role in shaping who takes part in political action. The role of an “ally” has also followed this pattern, allowing non-marginalized subjects to claim a “good ally” identity, despite lived experiences that share struggle with Others. However, ally-ship is a project of life-long work that engages various forms of anti-oppression work and is rooted in a process of what Paulo Freire terms “conscientization.” Using Freire’s concepts, principals of “the ethics of care philosophy,” and qualitative interviews, this research examines why allies are important to liberation projects of marginalized groups, specifically queers. The individuals interviewed for the research each have extensive experience educating others in the process of building allyship. The research analyzes their unique approaches along with other programs centered on the process of ally building to highlight the most successful methods. The research explores the differences in ally-ship with and affirmation of Others; complicates the projects of non-oppressive groups versus anti-oppressive groups; and examines the process of ally building. Based on the data and information gathered from qualitative interviews and literature, a framework is created that outlines the processes necessary in allyship building. The findings of the research illustrate the benefits of allies to Others in the fight for equality and demonstrate how an individual can work towards becoming an ally to these groups. In short, this research illustrates Freire's concepts of education for “critical consciousness” as it is applied to allies and the necessary action against oppressive agents.