[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599365-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599365-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","reimagining-allyship-commodification-resistance-and-liberatory-potentials","REIMAGINING ALLYSHIP: COMMODIFICATION RESISTANCE AND LIBERATORY POTENTIALS","","A conceptual article examines allyship as an intended outcome of LGBTQ+ social justice education interventions on college campuses, often delivered through Safe Zone or Safe Space trainings. It analyzes how completion tokens such as stickers divert attention from transformative learning, framing allyship as a commodity rather than an engaged educational process. Using Boyer’s teaching and learning scholarship and Love’s liberatory consciousness, the article argues for ongoing awareness, analysis, action, and accountability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/reimagining-allyship-commodification-resistance-and-liberatory-potentials/599365/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/reimagining-allyship-commodification-resistance-and-liberatory-potentials/599365.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1790064749","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the article identify with traditional LGBTQ+ ally trainings?","Question",{"text":63,"@type":64},"It argues that completion tokens (such as stickers) shift focus away from transformative learning, causing allyship to be treated as a commodity rather than a critical educational outcome.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the article propose reimagining allyship?",{"text":68,"@type":64},"It proposes a liberatory consciousness approach that treats allyship as an ongoing process involving awareness, analysis, action, and accountability rather than a one-time destination.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the authors position themselves in the collaboration?",{"text":72,"@type":64},"They describe coming to the project as two white trans and queer scholars with professional histories in LGBTQ+ student services and shared engagement with LGBTQ+ social justice education interventions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599365,1792165661,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","REIMAGINING ALLYSHIP: COMMODIFICATION RESISTANCE AND LIBERATORY POTENTIALS  \nChase J. Catalano  \nVirginia Tech  \nRoman Christiaens  \nUniversity of Arizona  \nAbstract  \nIn this conceptual article, we explore allyship as the intended result of participation in LGBTQ+ social justice education interventions on college campuses, often called Safe Zone or Safe Space trainings. We contextualize how these trainings align with Boyer’s (1990) concepts of teaching and learning in student affairs practice. We argue how the token of completion (sticker or other symbol) distracts from a transformative educational experience to a commodification of allyship. We offer Love’s (2018) liberatory consciousness as a more expansive conceptualization of allyship to sustain efforts for individuals to grapple with dynamics of power, privilege, and oppression. Keywords: allyship, LGBTQ+, liberation, social justice  \nPlease direct inquires about this manuscript to: Chase Catalano, [ccatalano@vt.com](ccatalano@vt.com)  \nCollege Student Affairs Journal, Volume 40(2), pp. 87-99 ISSN 2381-2338  \nCopyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n88 College Student Affairs Journal Vol. 40, No. 2, 2022  \nthe fabric of higher education (Ferguson, 2017; Patton, 2010; Patton et al., 2019) . Student affairs professionals with their institutional locations are often the designers and facilitators of these trainings as their institutional locations encourage engagement in uncomfortable and necessary dialogues (Watt, 2007) . SJEIs provide content about social identities and related topics such as microaggressions and implicit bias in the hopes of transforming campus environments. Interestingly, there is a paucity of research on SJEIs in higher education (Patton et al., 2019), even though, for example, LGBTQ+ ally trainings became popular in the 1990s and persist today (Draughn et al., 2002; Poynter & Tubbs, 2008; Woodford et al., 2014) . In this article, we critically examine allyship as a commonly used outcome of SJEIs, using LGBTQ+ content as our focus. As an educational outcome, allyship serves as an ideal example of the application aspect of Boyer’s (1990) model for scholarship.  \nFor LGBTQ+ SJEIs, an aspirational outcome is to cultivate committed allies. After attending a training that involves learning content knowledge and appropriate action steps, attendees receive some type of ephemera (e.g., sticker) to signal completion. The aspiration of providing a transformational educational experience (Mezirow, 1991) becomes a transactional dynamic that potentially dilutes the original purpose because of participant fixation on receiving the symbol of completion (Spencer & Patterson, 2017) . If these trainings fail to intentionally engage in intra-or interpersonal transformational change or potentially enhance critical thinking (Lange, 2019), then education becomes transactional with allyship signified asa commodity. More troubling is how this transactional approach obfuscates any intentional and critical analyses that challenge the maintenance of power inequities and perpetuations of oppression (Patton et al., 2019). Put simply, the token of completion becomes a distraction from the purpose of the diversity education interventions to interrupt the status quo and illuminate ways individuals,  \nReimagining Allyship  \npolicies, and practices reinforce oppressive structures at the institution. We assert that student affairs as a field must embrace a more expansive conceptualization of allyship through a liberatory consciousness approach, which emphasizes the continuous processes of awareness, analysis, action, and accountability (Love, 2018) . A liberatory consciousness approach to trainings reframesallyship as a process focused on the journey, not the destination (Love, 2018); this involves moving away from education as a transaction and towards a transformation (hooks, 1994; Mezirow, 1991) . We need not r","cbCaiiZHuXhXALA6","https://ap.wps.com/l/cbCaiiZHuXhXALA6","pdf",308401,13,"English","# Abstract\n# Allyship as a transactional outcome of Safe Zone/Safe Space trainings\n# Liberatory consciousness as a framework for reimagining allyship\n# Positionalities and collaborative partnership\n# SJEIs and Boyer’s concepts of teaching and learning\n# Conclusion: possibilities for sustainable, transformative interventions","[{\"question\":\"What problem does the article identify with traditional LGBTQ+ ally trainings?\",\"answer\":\"It argues that completion tokens (such as stickers) shift focus away from transformative learning, causing allyship to be treated as a commodity rather than a critical educational outcome.\"},{\"question\":\"How does the article propose reimagining allyship?\",\"answer\":\"It proposes a liberatory consciousness approach that treats allyship as an ongoing process involving awareness, analysis, action, and accountability rather than a one-time destination.\"},{\"question\":\"How do the authors position themselves in the collaboration?\",\"answer\":\"They describe coming to the project as two white trans and queer scholars with professional histories in LGBTQ+ student services and shared engagement with LGBTQ+ social justice education interventions.\"}]","REIMAGINING ALLYSHIP: COMMODIFICATION RESISTANCE AND LIBERATORY POTENTIALS | PDF",1792088636,33]