1. WORDS OF ENGAGEMENT (WE): AN INTERGROUP DIALOGUE PROGRAM Facilitator Orientation & Development Ms. Gloria Bouis, Associate Director Mr. Mark Brimhall-Vargas, Assistant Director Dr. Christine Clark, Executive Director Ms. Sivagami Subbaraman, Assistant Director Materials for Selected Slides from Nagda and Zúñiga Facilitator Orientation & Development Ms. Gloria Bouis, Associate Director Mr. Mark Brimhall-Vargas, Assistant Director Dr. Christine Clark, Executive Director Ms. Sivagami Subbaraman, Assistant Director Materials for Selected Slides from Nagda and Zúñiga

2. Practice Story About Your Name(s)

3. INTERGROUP DIALOGUE Definition 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)

4. INTERGROUP DIALOGUE Definition 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)

5. INTERGROUP DIALOGUE Definition 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)

6. INTERGROUP DIALOGUE Formats 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)

7. 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

8. Feedback What Students Want

9. Practice Hopes and Fears Facilitation/Co- Facilitation Skills Development Activities

10. INTERGROUP DIALOGUE Models 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

11. INTERGROUP DIALOGUE Stages 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

12. 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 Three Working with Controversial Issues & Intergroup Conflicts Stage Four Envisioning Change & Taking Action

13. INTERGROUP DIALOGUE Ground Rules Pre-conceived ideas What the research with our students taught us Pre-conceived ideas What the research with our students taught us

14. Mindset 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

15. Mindset 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

16. Mindset 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

17. Mindset 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

18. Mindset 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

19. Mindset 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

20. Mindset 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

21. Mindset 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

22. Mindset Possess an appreciation for the similarities across and the differences between dialogue facilitation and classroom teaching

23. Skills 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

24. Skills 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

25. Texture Suspending Judgment Explaining vs. Owning Intent vs. Impact Holding Suspending Judgment Explaining vs. Owning Intent vs. Impact Holding

26. Texture 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

27. Logistics Handouts & General Administrivia

28. Logistics Program Evaluation & Assessment

29. Logistics 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

30. Logistics Online Registration System Login/Interface

31. Logistics 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

32. Practice Simulated Dialogues Race Gender/Sex Religion, Spirituality, Faith, Secularity Sexual Orientation Simulated Dialogues Race Gender/Sex Religion, Spirituality, Faith, Secularity Sexual Orientation

33. Practice 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