Critical Sensemaking: A Framework for Interrogation, Reflection, and Coalition Building toward More Inclusive College Environments

Abstract

Given the oppressive nature of higher education environments, educators must support students in making sense of their experiences—especially minoritized students. Although this kind of sensemaking often happens informally, college educators are primed to support students in understanding: (1) their experiences within and their interactions with higher education environments; (2) how those experiences and interactions reflect and are shaped by systemic issues; and (3) the implications of these experiences and interactions during college and beyond. Accordingly, we introduce critical sensemaking (CSM) as a pedagogical tool that educators can expose students to and create a more equitable college environment. CSM is a framework that encourages students to interrogate their collegiate environments and experiences, focusing on power and systems of oppression and how they interpret and negotiate their environments. Only by gaining this understanding can students press for institutional transformation in a manner that reflects various aspects of their experiences; hence, creating an institutional accountability structure. Moreover, educators supporting students’ acquisitions of CSM skills provides opportunities to build trust and meaningful coalitions toward creating more inclusive college environments.