Workshop 4: Navigating the Conflict Zone and Becoming an Ally

Slides:



Advertisements
Similar presentations
Peer Mentoring Skills: Leveraging your experience to help others succeed Catherine Salole Director, Centre for Student Community & Leadership Development.
Advertisements

ASSOCIATION OF AMERICAN MEDICAL COLLEGES Hard Work and Talent Aren’t Enough: Developing Political Savvy and Managing Key Relationships 7/29/10 Janet Bickel.
Welcome! Thank you for joining us! Please find your table.
1Chapter 7: Relationships. Each person in the relationship  has a separate identity  is able to give and receive honest and respectful feedback  assumes.
LIFELONG LEARNING He who believes he IS something has stopped BECOMING something.
English Language 2 The Second Semester Deduction, Ability & Possibility Presented by Dr. Mohamed Sha’at.
YOUTHBUILD USA PRE-MATCH MENTOR TRAINING [Your program’s name, city, and state]
Communication Styles “Conversation is the art of telling people a little less than they want to know.”
HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO McHenry Ternier SPRING 2015
Adjusting to Your Next Chapter International Student Orientation, Fall 2016.
Communication skills How speaking and listening make life easier, more productive, and more fun!
building Multicultural competency
Positive Body Language
Workshop 5:Taking Action. Building a School-Wide Initiative
No Bullying = More Respect
Disclaimer This power point was developed from presentations, handouts, discussions, and information presented at the 2016 NAFRA Formation Workshop.
Chapter 5: Developing Communication Skills
SOFT SKILLS: C.A.L.M. CONFLICT RESOLUTION COMMUNICATING EFFECTIVELY
Objections Overruled July 30.

Developing Socially Aware Children
Who We Are Makes a Difference
What does “assertiveness” mean?
Together We Stand.
Carl the Complainer.
What is Bullying?.
Film storyboard project
Unit #9: Simple present - questions
Chapter 5: Developing Communication Skills
Workshop 1: Getting Started- Diversity and Identity
Using IMPROV to IMPROVE your Communication
DISCUSSION GUIDE QUESTIONS AND PROMPTS
Collaborative Communication
Healthy Relationships Unit 2 Communication
Bell Ringer Open your student workbook and turn to page 63.
Communicating Effectively
Workshop 3: Prejudice, Bias and Discrimination- How to Stop the Cycle
Passive, Aggressive, & Assertive Communication
Communication Tips (Pages of Report)
Skills for Healthy Relationships
Communicating Effectively
Academic scenarios.
REthinking Parental Engagement
Interacting with Co-Workers and Customers
Lessons Learned on an Introvert’s Journey to Leadership
Chapter 6 Communication
CONFLICT RESOLUTION People don’t ALWAYS get along, that’s why they call it conflict. Conflicts often result in Anger. Other times it leads to an argument.
Destructive and Constructive Communication
Chapter 2 Building Health Skills and Character
Who Do I Want To Be With?.
Supporting Ourselves and Each Other Materials needed this session:
Psst…have you heard the exciting news?
“We talk a lot and talk pretty well about race, but we don’t listen enough. And I’m hoping that if we listen to each other, we can begin to … make this.
Entrepreneurship 101 JWRP Leadership Conference September 2016
FIRST YEAR LEADERS INSPIRED TO EXCELLENCE
Healthy Relationships
אַל תַּעַשֹ תְּפִילָתְךָ קֶבַע
Building Health Skills
Psst…have you heard the exciting news?
Engaging Migrant Parents in Meaningful Parent Involvement
Communicating Effectively
LGBTQ issues in the classroom
Communicating Effectively
1st GRADE SIGHT WORDS.
Art of Diplomacy Newport Beach Marriot Hotel
Working with Conflict NHA Leadership Institute 2019
UIS Coalition Builders
Genderlect Styles of Deborah Tannen
Developing Socially Aware Children
Chapter 9: Communicating Effectively
Presentation transcript:

Workshop 4: Navigating the Conflict Zone and Becoming an Ally

Community Commitments Listening Right to Pass Appreciation Confidentiality Speak for Yourself Right to “Ouch”

Key Points from Workshop 3 We all have filters that inform our worldview. The cycle of prejudice and discrimination can result from stereotypes/bias. We can work to prevent the creation of new biases and limit the impacts of our current biases.

Please Step Forward

Conflict Styles Part 1: Spectrum of conflict

Conflict Styles Part 2: Approaches to conflict Compromisers Problem Solvers Competitors Accommodators Avoiders Adapted from United States Institute of Peace. (2014). Global Peacebuilding Center. Retrieved from http://www.buildingpeace.org/act-build-peace/learn/conflict-styles

Cross-Cultural Communications Kahoot Quiz How much do you know about cross-cultural communication? Text in to play!

Spotting an Ally Part 1: Defining Ally https://www.youtube.com/watch?v=_dg86g-QlM0

Spotting an Ally Part 1: Defining Ally An ally is any person who supports, empowers, or stands up for another person or a group of people.

Part 2: Spotting an Ally

Spotting an ally: Scenario 1 Jack, a college educated man, works at a community centre in a low-income neighbourhood. He trains neighborhood people to lead community meetings, rather than leading the meetings himself. Is Jack an ally? (yes or no?) If so, to whom? (which equity-seeking group?) If not, why not? Which strategy is he using or could he use? (Refer to handout) You are invited to turn this into a handout if needed. Scenario taken from: http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/be-an-ally/main

Spotting an ally: Scenario 2 Janine’s friend, Kyle, frequently says ‘That’s so gay’ to express his dislike for something. Janine knows this language is offensive but she doesn’t stop him from saying it because she knows he only feels comfortable using this expression with her. Janine is confident that he doesn’t use this expression with people he knows are gay so she doesn’t bother confronting him about the use of the expression. Is Janine being an ally? (yes or no?) If so, to whom? (which equity-seeking group?) If not, why not? Which strategy is she using or could she use? (Refer to handout) You are invited to turn this into a handout if needed. Scenario taken from: http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/be-an-ally/main

Spotting an ally: Scenario 3 Mark complains that university/college admissions are tougher now than they were during his parents’ time. He says that immigrants are making higher education more competitive by ‘taking all the spots’. He concludes that immigrants are making it harder for people who have lived here for generations to go to post-secondary unless they have the top grades. Maria tells Mark to stop complaining and just accept this new reality: life is more competitive now with immigrants but this is not the fault of immigrants. She claims it is the government’s fault for accepting so many even though there are no jobs for them. But, she says, you can’t blame immigrants for wanting to go into higher education. Is Maria being an ally? (yes or no?) If so, to whom? (which equity-seeking group?) If not, why not? Which strategy is she using or could she use? (Refer to handout) You are invited to turn this into a handout if needed. Scenario taken from: http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/be-an-ally/main

Extending allyship to our school Which groups are not heard? Who needs support?

Key Concepts There are diverse approaches to conflict. Cross-cultural communication and bridges to communication are key skills in inclusive leadership. Allyship is an effective way of supporting those involved in exclusionary conflict and empowering others.