Abstract
This research used general qualitative descriptive to explore LGBTQ+ social justice education interventions (SJEIs) facilitator experiences—commonly named safe zones—and how that role influenced their self-awareness, and perceptions of campus and campus constituents. This article signals the importance of general qualitative descriptive as a queerly robust approach to stand as its own sufficient methodology. The article focuses only on participants who facilitated LGBTQ+ SJEIs on their campus (81 of 87 participants), using social justice education pedagogy and praxis as our conceptual frameworks. Our findings highlight how the role affirms facilitators’ queer and trans identities. Additionally, our findings reveal how facilitation focused on catering to cis and heterosexual fragility and attendee desires to remain passive, not active, allies.
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