1. 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

2. 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

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

4. 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

5. 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