The Possibilities and Limitations of the Savvy Ally Literature Circle as a form of Experiential Social Justice-Oriented Transformative Professional Development for K-12 Ontario Educators

This thesis explores the potential of the Savvy Ally literature circle (LC) as a transformative professional development (PD) tool for social justice education, which Vaccaro (2013) argues “is not just about participant learning; facilitators must also be willing to learn, grow, and change” (p. 24). Specifically, the Savvy Ally LC addresses systemic inequities faced by marginalized students and educators within 2SLGBTQI+ communities. Informed by the work of Roberts (2024) and theories of transformative learning (Mezirow, 2000) and leadership (Shields, 2020), the study employs a qualitative research design using semi-structured interviews to examine how LCs can foster critical reflection, challenge assumptions, and equip educators to advocate for social justice. Through experiential learning, participants engage in collaborative discussions around topics from Gainsburg’s (2023) The Savvy Ally: A Guide for Becoming a Skilled LGBTQ+ Advocate, gaining insights into supporting 2SLGBTQI+ students and colleagues and acting to create more inclusive learning environments. The study also reflects on the researcher’s role as a transformative leader in facilitating these LCs. Findings reveal that while the LC facilitated meaningful transformation, fostering deeper understanding and social justice growth, challenges remain—such as the need for sustained dialogue, broader representation, and institutional support—to ensure lasting impact. This research contributes to the field of social justice education by proposing a new approach to PD that empowers educators to engage in meaningful social change. Through this thesis, I hope to inspire others to engage in this vital work, creating a future where all students and educators, including 2SLGBTQI+ individuals, feel seen, heard, and supported.

Name thesis:degree_name

M.A. Social Justice and Equity Studies

Level thesis:degree_level

Master

Discipline thesis:degree_discipline

Faculty of Social Sciences

Department dc:contributor.department

Social Justice and Equity Studies Program

Grantor dc:publisher

Brock University

Year dc:date.issued

2025

Author dc:creator

• Desroches, Janice

Advisor dc:contributor.advisor

• Taylor, Leanne

• social justice education
• experiential learning
• transformative learning and leadership
• professional development
• literature circle

Statement dc:rights

• Attribution 4.0 International

Licence dc:rights.uri

• http://creativecommons.org/licenses/by/4.0/

Language dc:language.iso

eng

Handle dc:identifier.uri

https://hdl.handle.net/10464/19616

OAI identifier oai:identifier

oai:brocku.scholaris.ca:10464/19616