WORDS OF ENGAGEMENT (WE): AN INTERGROUP DIALOGUE

PROGRAM

WORDS OF ENGAGEMENT (WE): AN INTERGROUP DIALOGUE

PROGRAMFacilitator Orientation & Development

Ms. Gloria Bouis, Associate DirectorMr. Mark Brimhall-Vargas, Assistant DirectorDr. Christine Clark, Executive DirectorMs. Sivagami Subbaraman, Assistant

Director

Materials for Selected Slides from Nagda and Zúñiga

Facilitator Orientation & Development

Ms. Gloria Bouis, Associate DirectorMr. Mark Brimhall-Vargas, Assistant DirectorDr. Christine Clark, Executive DirectorMs. Sivagami Subbaraman, Assistant

Director

Materials for Selected Slides from Nagda and Zúñiga

PracticePractice

• Story About Your Name(s)• Story About Your Name(s)

INTERGROUP DIALOGUEDefinition

INTERGROUP DIALOGUEDefinition

Intergroup dialogue is a facilitated, face-to-face encounter that strives to create new levels of understanding, relating, action between two or more social identity groups who have a history of conflict or potential conflict.

(From Nagda & Zúñiga)

Intergroup dialogue is a facilitated, face-to-face encounter that strives to create new levels of understanding, relating, action between two or more social identity groups who have a history of conflict or potential conflict.

(From Nagda & Zúñiga)

INTERGROUP DIALOGUEDefinition

INTERGROUP DIALOGUEDefinition

A face-to-face meeting between members from two (or more) different social groups that have a history of conflict or potential conflict. The groups are broadly defined by race, ethnicity, gender, sexual orientation, ability, religion, socio-economic class and other social group identities. Participants engage in a semi-structured process to explore commonalities and differences, intergroup conflicts and possibilities for alliance and coalition building for social justice action. The dialogues occur over an extended period of time and are facilitated by trained peers.

(From Nagda)

A face-to-face meeting between members from two (or more) different social groups that have a history of conflict or potential conflict. The groups are broadly defined by race, ethnicity, gender, sexual orientation, ability, religion, socio-economic class and other social group identities. Participants engage in a semi-structured process to explore commonalities and differences, intergroup conflicts and possibilities for alliance and coalition building for social justice action. The dialogues occur over an extended period of time and are facilitated by trained peers.

(From Nagda)

INTERGROUP DIALOGUEDefinition

INTERGROUP DIALOGUEDefinition

A social justice approach to dialogue foregrounds both societal power relations of domination- subordination, and the creative possibilities for engaging and working with and across these differences. Cultural differences are contextualized in historical and existent social power relations. The approach aims to move beyond seeing these differences as divisive, and to collectively generate newer ways of being powerful without perpetuating social inequalities, and building bridges for social change.Such an approach, therefore, can be used in mixed groups that are not defined along any particular social identities but allows for a consideration of different social positionalities.(From Nagda)

A social justice approach to dialogue foregrounds both societal power relations of domination- subordination, and the creative possibilities for engaging and working with and across these differences. Cultural differences are contextualized in historical and existent social power relations. The approach aims to move beyond seeing these differences as divisive, and to collectively generate newer ways of being powerful without perpetuating social inequalities, and building bridges for social change.Such an approach, therefore, can be used in mixed groups that are not defined along any particular social identities but allows for a consideration of different social positionalities.(From Nagda)

INTERGROUP DIALOGUEFormats

INTERGROUP DIALOGUEFormats

• Intergroup/Intragroup• Issue Specific/Group Specific• Emergent Theme• Story Circles• Other Names (Study Circle,

Culture Circle, Bi-Communal Dialogues)

• Intergroup/Intragroup• Issue Specific/Group Specific• Emergent Theme• Story Circles• Other Names (Study Circle,

Culture Circle, Bi-Communal Dialogues)

INTERGROUP DIALOGUE Discussion and Debate

INTERGROUP DIALOGUE Discussion and Debate

• Debate• Listening to gain advantage

• Discussion• Serial Monologuing

• Dialogue• Listening for understanding

• Debate• Listening to gain advantage

• Discussion• Serial Monologuing

• Dialogue• Listening for understanding

FeedbackFeedback

• What Students Want• What Students Want

PracticePractice

• Hopes and Fears Facilitation/Co-Facilitation Skills Development Activities

• Hopes and Fears Facilitation/Co-Facilitation Skills Development Activities

INTERGROUP DIALOGUEModels

INTERGROUP DIALOGUEModels

• Democracy• Finding common ground vs. Orchestrating a

collective understanding

• Social Justice• Impact of model on content vs. process

• Power and privilege vs. Privileging of oppression over everything

• Synthesis with a social justice PRACTICE focus

• Democracy• Finding common ground vs. Orchestrating a

collective understanding

• Social Justice• Impact of model on content vs. process

• Power and privilege vs. Privileging of oppression over everything

• Synthesis with a social justice PRACTICE focus

INTERGROUP DIALOGUEStages

INTERGROUP DIALOGUEStages

• Consciousness Raising—Relationship & Knowledge Building

• Sustained Dialogue—Support & Challenge

• Transformation—Conflict Negotiation• Building Community—Collective

Social Action

• Consciousness Raising—Relationship & Knowledge Building

• Sustained Dialogue—Support & Challenge

• Transformation—Conflict Negotiation• Building Community—Collective

Social Action

INTEGRATING STAGES OF DIALOGUE INTO A CONCEPTUAL FRAMEWORK

INTEGRATING STAGES OF DIALOGUE INTO A CONCEPTUAL FRAMEWORK

Conceptual Framework

Nurturing dialogue and building relationships across differences

Raising awareness about cultural differences, socialization and roles in systems of privilege and oppression

Bridging differences and working constructively with conflicts

Envisioning change, building alliances and taking action for social justice

(From Nagda)

Conceptual Framework

Nurturing dialogue and building relationships across differences

Raising awareness about cultural differences, socialization and roles in systems of privilege and oppression

Bridging differences and working constructively with conflicts

Envisioning change, building alliances and taking action for social justice

(From Nagda)

Corresponding Stages

Stage One Group Beginnings

Stage Two Exploring Commonalities & Differences in Experiences

Stage ThreeWorking with Controversial Issues & Intergroup Conflicts

Stage Four Envisioning Change & Taking

Action

Corresponding Stages

Stage One Group Beginnings

Stage Two Exploring Commonalities & Differences in Experiences

Stage ThreeWorking with Controversial Issues & Intergroup Conflicts

Stage Four Envisioning Change & Taking

Action

INTERGROUP DIALOGUEGround Rules

INTERGROUP DIALOGUEGround Rules

• Pre-conceived ideas

• What the research with our students taught us

• Pre-conceived ideas

• What the research with our students taught us

MindsetMindset

• Why ID—Why do we do ID?•What is the philosophy that

underlies motivation to do ID?•Connection between head and heart

• Why ID—Why do we do ID?•What is the philosophy that

underlies motivation to do ID?•Connection between head and heart

MindsetMindset

• Self Awareness and Self Control•Knowing self and community•Motivation, values, beliefs

•Personal, cultural, political norms —>• Stereotyping vs. Characterizing

• Detachment•Facilitating vs. Teaching

• Judgement and Assumptions

• Self Awareness and Self Control•Knowing self and community•Motivation, values, beliefs

•Personal, cultural, political norms —>• Stereotyping vs. Characterizing

• Detachment•Facilitating vs. Teaching

• Judgement and Assumptions

MindsetMindset

• Facilitator as Catalyst•Orchestrating a collective

understanding vs. Reaching common ground

• Humility vs. Center of Attention• Possibilities offered by ID

•ID vs. Serial Monologues

• Facilitator as Catalyst•Orchestrating a collective

understanding vs. Reaching common ground

• Humility vs. Center of Attention• Possibilities offered by ID

•ID vs. Serial Monologues

MindsetMindset

• Possibilities offered by ID• Inherent opportunities manifest in…

•Discussion—> Transformation —> Dialogue

•Agency and empowerment•Creating and connecting a collective

consciousness•Facilitation as the connecting of dots

balanced with self-exploration

• Possibilities offered by ID• Inherent opportunities manifest in…

•Discussion—> Transformation —> Dialogue

•Agency and empowerment•Creating and connecting a collective

consciousness•Facilitation as the connecting of dots

balanced with self-exploration

MindsetMindset

• Possibilities offered by ID •How a facilitator’s

feelings/assumptions impact listening and other facilitation skills

• Possibilities offered by ID •How a facilitator’s

feelings/assumptions impact listening and other facilitation skills

MindsetMindset

• Be at a stage of personal identity development in relationship to the social identity salient to the dialogue that affords you the ability to skillfully challenge and affirm participants who are members of both your own and other identity groups in appropriate measure

• Be at a stage of personal identity development in relationship to the social identity salient to the dialogue that affords you the ability to skillfully challenge and affirm participants who are members of both your own and other identity groups in appropriate measure

MindsetMindset

• Be tuned into issues related to the dialogue you are facilitating that are highly charged “triggers” or “flashpoints” for you so they can effectively manage your reactions to those issues in ways that enhance the participants dialogic learning experience

• Be tuned into issues related to the dialogue you are facilitating that are highly charged “triggers” or “flashpoints” for you so they can effectively manage your reactions to those issues in ways that enhance the participants dialogic learning experience

MindsetMindset

• Possess an appreciation of student development theories and how students’ development in relationship to those theories may manifest in their dialogue participation and/or learning experiences

• Possess an appreciation of student development theories and how students’ development in relationship to those theories may manifest in their dialogue participation and/or learning experiences

MindsetMindset

• Possess an appreciation for the similarities across and the differences between dialogue facilitation and classroom teaching

• Possess an appreciation for the similarities across and the differences between dialogue facilitation and classroom teaching

SkillsSkills

• Content area knowledge•Levels of knowledge and impact

on manner of facilitation• Content vs. Process• Dialogic communication• Listening—Active Listening—

Silence/Inner Chatter

• Content area knowledge•Levels of knowledge and impact

on manner of facilitation• Content vs. Process• Dialogic communication• Listening—Active Listening—

Silence/Inner Chatter

SkillsSkills

• Positionality of facilitator and participants

• Support vs. Challenge (personal, academic, political)

• Create 3rd space• Conflict negotiation• Reframing/Summarizing

• Positionality of facilitator and participants

• Support vs. Challenge (personal, academic, political)

• Create 3rd space• Conflict negotiation• Reframing/Summarizing

TextureTexture

•Suspending Judgment•Explaining vs. Owning•Intent vs. Impact•Holding

•Suspending Judgment•Explaining vs. Owning•Intent vs. Impact•Holding

TextureTexture

• Creating “Third” Space•a place where participants bring

“first space” or personal knowledge, ideas, and opinions and talk about them using “second space” or group knowledge, norms, and etiquette

• Creating “Third” Space•a place where participants bring

“first space” or personal knowledge, ideas, and opinions and talk about them using “second space” or group knowledge, norms, and etiquette

LogisticsLogistics

• Handouts & General Administrivia

• Handouts & General Administrivia

LogisticsLogistics

• Program Evaluation & Assessment

• Program Evaluation & Assessment

LogisticsLogistics

• Syllabus/First Day “Cheat Sheet” Review

• Grading Concerns• WITH Co-Facilitator• How• What• Alternative Assignments• Holidays

• Syllabus/First Day “Cheat Sheet” Review

• Grading Concerns• WITH Co-Facilitator• How• What• Alternative Assignments• Holidays

LogisticsLogistics

• Online Registration System Login/Interface

• Online Registration System Login/Interface

LogisticsLogistics

• Credits• Online Registration & Testudo

Registration• Social Justice from Classroom to

Community• Class Time Conflicts• Other

• Credits• Online Registration & Testudo

Registration• Social Justice from Classroom to

Community• Class Time Conflicts• Other

PracticePractice

• Simulated Dialogues•Race•Gender/Sex•Religion, Spirituality, Faith,

Secularity•Sexual Orientation

• Simulated Dialogues•Race•Gender/Sex•Religion, Spirituality, Faith,

Secularity•Sexual Orientation

PracticePractice

• Simulated Co-Facilitation Challenges•“Air Time”•Sharing Work Load/Grading•Knowledge Base/Power

Dynamics/Developmental Stage•Activities

• Simulated Co-Facilitation Challenges•“Air Time”•Sharing Work Load/Grading•Knowledge Base/Power

Dynamics/Developmental Stage•Activities