Abstract
In 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.
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