Train the Trainer Program Creating Space for Dialogue Preview Webinar: (Competencies I and II – see below) Overview and background of the project Why community dialogue matters and what is Extension’s role in it Who should attend Expectations from involvement   Competencies to address I - Civil Dialogue Overview Before a dialogue process can effectively take shape, community organizers/facilitators need some basic understanding of what dialogue is and when and how it can successfully move a community forward in addressing a challenging issue or at least better understanding it. Understand the importance of dialogue in addressing challenging issues. Recognize multiple ways of knowing that influence the way people think about issues. Understand and can explain the realms impacting community decision-making (Venn diagram). Identify factors influencing the type of public input that may be appropriate in a given situation. Recognize situations in which dialogue may be appropriate and when it may not. II - Civil Dialogue and the Land Grant University (LGU) Aligning civil dialogue efforts with the Land Grant mission sometimes leads to puzzling questions. In order to successfully integrate civil dialogue into the LGU work, an understanding of how the two fit together—or are challenged to do so—will help pave the way to successful university-community collaboration (see Wright, 2012). Understand the history of Extension as a grassroots knowledge-sharing and relationship-building institution, particularly the role that group discussion and civil dialogue has played in its history (Shaffer, 2016). Recognize how dialogue can strengthen Extension work with communities (Hustedde, 1996) Articulate the value of civil dialogue to both the LGU as well as to communities Balance “deliver science based knowledge” with community engagement to work alongside communities for solutions (Peters, 2014). Recognize community building as one of everyone in Extension’s tasks. Address common misperceptions of Extension’s involvement in civil dialogue such as Extension’s mission and potential roles in conflict. Understand Extension’s own unique challenges in reaching all audiences within a given community. August 27-31, 2018 4 H National Center Chevy Chase, MD

Day 2 Goals Day 2 Explore our earliest learning about human differences Learn about issues of power, privilege and change at four levels – personal, interpersonal, institutional and cultural Build an understanding of our target and non-target identities Learn about systems that have been constructed historically and currently to support oppression across racial differences Explore how we have or have not used our voice to address issues of prejudice, discrimination or other forms of oppression Become more competent and committed to creating and supporting more inclusive and racially equitable environments for all

Four Realms of Oppression and Change Personal values, beliefs, feelings Interpersonal actions, behaviors, language Institutional rules, policies, procedures, practices Cultural beauty, truth, right, normal

Target and Non-Target Groups Types of Oppression Target Group Non-Target Group Racism People of Color White people Classism People who are poor, working class; role in organization Middle, owning class, role in organization Sexism Women Men Heterosexism Lesbian, gay, bisexual, queer, questioning, intersex, asexual Heterosexuals Cissexism People who are transgender People who are cisgender Ableism People with disabilities People without disabilities Lookism Size, weight, height, appearance Size, weight, height, appearance (“magazine look”) Religious Oppression Jews, Muslims, atheists, Native spirituality, other spiritual paths Christians Ageism People over 40, “elderly”/ elders Younger adults Adultism Children, youth, young adults Middle-aged people Rankism/Elitism People without college degrees; rank in organization People with college degrees; rank in organization Immigrant Status Immigrants U.S. born Language Non-English speakers, English with accent, limited English proficiency “Standard” English Pace 4 Change—MSU Extension Adapted from the work of VISIONS, Inc. Updated November 2017

As you view the DVD What feelings are coming up for you? What examples of oppression or change are you seeing at the: Personal Level Interpersonal Level Institutional Level Cultural Level Please jot down these examples on your Four Levels Worksheet