I have been emailing all of you about the second dialogue but wanted to post the format here so if you all want to add anything you should feel free to do so. First, as I have mentioned, there will be a group facilitating Doris Clemmon's class on the 19th November from 5:30-7 in Herter Hall. Their instructions are below and then further down the format for the larger group of dialogues.
Doris Clemmons' class:
This group will facilitate for about an hour, given the usual class business, etc. There fore, the format of the dialogue will be somewhat different, with less time spent on icebreakers, intro and ground rules/learning community discussion, although that needs to take place. The groups for the second dialogue will be somewhat similar to the first where possible, and will not be divided according to affinity groups. I will send that information later.
The format for the second dialog will be around discussion of being "raced" or "ethnic" in a predominantly white university. For the white students in the class the conversation will be similar. You also may use the handout I will send you all soon on strategies of resistance and strategies of engagement around whiteness. Students should discuss each, their responses, and where they locate themselves in the discussion.
Second dialogues--All other Groups
Along those lines, the second dialogue for most of you will revolve around a discussion of whiteness. You will have more time to spend on the actual dialogue for this session, since many folks will be familiar with the learning community principles, etc. I don't mean omit these discussions, just shorten them.
The actual proces should look something like this:
1. Introductions/Icebreaker (can use meet and greet or shorter options)
2. brief discussion of goals of dialogue, and the ways these differ from debate--possibly ask for comments here from students on whether or not dialogue "happened" in their last experience.
3. Learning community principles posted and ask them if they wish to comment on any. If not comment on a couple and remind them that we will return to these as needed. Emphasize their importance in affinity group discussion--issues of voice as well as accountability for what you are saying.
4. Dyad exercise: Here I would like for you to use the handout which will be provided based on work in communication on strategies of resistance and engagement by white students on the topic of whiteness and power. The handout is based on Yep (2007) and I can make this reading available for all of you. I recommend it highly.
All students can read over and comment on the handout. For groups of students of color it is important here for them to locate themselves as students of color in a PWI. What are their strategies? Where are their resources?
5. Bring this discussion to the larger group. Awareness of whiteness may be recognized as stages, although I tend to resist such categories:
a. identifying whiteness,
b. being aware of whiteness in one's life
c. understanding one's own role in maintaining/perpetuating structural whiteness.
d. taking actions to un-learn, de-construct, and work to change systemic privilege.
Appreciate inquiry may be useful for both groups here when it comes to discussing both resources and strategies that they may currently be using or know of.
6. Summarize/conclude. Ask them for one thing they can change--emphasize that this is their choice but to acknowledge that they *can* change some dimension of systemic racial privilege. Thank the group for their work and ask them to free write reflection.
Hope to see you all this Thursday at 5 or Friday at 2. Have not heard from a bunch of folks yet.
Leda
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