Reflections from Allison and Belichick

Today, my 8 month old puppy Belichick discovered the frigid reality of the oft- invisible blanket that is whiteness. Just like any other morning she asked to go outside. As she went to step outside on the front porch, however, there it was! Puzzled and slightly fearful, Belichick looked up at me. The bad owner that I am, I motioned for her to go ahead with little warning about what she was entering. At first, Belichick was very excited. She had never actually seen whiteness, only heard stories about its ubiquitous presence. This isn't so bad she thought. I'm a black dog and I'm having a great time pouncing, peeing, and pooping on whiteness. I can even retrace my footsteps and eat it! I'm leaving my mark all over this dominant structure HA HA!  After awhile however, Belichick's high began to wear off. I had her come clean the whiteness off of my car with me. Without doing so, we can't see the actual beauty that is my Honda Prelude. Nor could we move around and do the things we wanted to do in our daily life. Unfortunately, cleaning off whiteness is never as easy as it looks. It won't let the wind shield wipers move as they wish, doors that are usually open are frozen shut and when you go to get warm water to poor on the whiteness you usually slip on more whiteness on your way back to the car and fall flat on your back, spilling the water on you in the process.  Luckily, none of that happened this morning but Belichick did get her fair share of whiteness dumped on her as I wiped it off my car. She looked at me scornfully and shook it off refusing to hide her black, shiny coat. Although she wanted to continue jumping around in the whitness and make holes in its blanket as she dug and stuck her head deeper in to see what it was made of and what exists under it, I kept her on the leash near me as we worked to free Prelude. Belichick eventually sat down on the whiteness, surrounded by it in all directions as it continued to fall from the sky. I could tell she was uncomfortable, but I had to work on one problem at a time.  When we went back inside, Belichick was wet from all of the whiteness that had melted on her. She went and laid in my bed, damp and tired. I had little objection, as she had just been introduced to a very chilling and harsh reality. Although I tried to explain to her that this whiteness isn't always as visible and obstructive as it was today, during this time of year you could wake up to it at any time.  I hope all of us, like Belichick, will continue to brave this sometimes unexpected (yet always present) storm that is whiteness. Perhaps we can learn from her initial excitement when she pounced, pooped, peed, and chewed on whiteness (this excitement only seemed to fade when she spent to long in the whiteness of I limited her potential movement with a leash).  Happy 1st snow of the season everyone! 

Allison

Third Dialogue Reflections

As you know, the third dialogues wrapped up last week. We brought up previous responses to the discussion of whiteness, which provoked a variety of new responses (meta-responses?) and sent us off in new directions around statements such as "I don't think talking about race helps anything" and why they might come out of the mouths of all students regardless of race/ethnicity but might mean very different things to white students and students of color.

The discussion of Allies and Actions steps provoked genuine interest, feelings of helplessness and occasional ridicule. For some white students professions of hope or avoidance seemed to be the road to panacea, and for others the complexities are just beginning to emerge. For students of color hope was/is the riskiest response, and only seemed to occur when they saw white students being vulnerable and there was a sense of collective responsibility for change. Hard to believe but it did happen, and the reflections indicate as much.

Enough for now. Please post your own reflections. I'd/we'd love to know.. . .

Leda

Second round: what seemed to work. . .?

Hi all,

Well, we finished the second round of dialogues (minus the make up dialogue for those students who were ill, etc. and could not make this round). The feedback overall was more positive than in the first round, although I've heard from many of you that this one was particularly difficult. It's pretty much uncharted territory, what we're doing, and so some things work better than others and I am really hoping hear from you on that regard. For myself, and working with the white students, I found that starting with a general discussion of what is white privilege? and then whiteness as separate from white bodies worked to open up the discussion of the resistance strategies (the handout).

Interestingly, some students really appreciated the discussion on resistance strategies but got pretty upset about the McIntosh checklist, while others seemed to get more out of the checklist and clammed up when we talked about strategies. Anyway, I'm aware more than ever that these things take time to sink in for some folks, and that immediate reaction might be negative, but it stays with some (white) folks and they continue to think about it. On the other hand, the energy and personal investment/honesty from ALANA groups was palpable.

I am aware of the energy this takes, and the commitment on all your parts. I am so amazed and grateful for all your enthusiasm, creativity, vulnerability, intellect, care and work to make change happen. Each of you has contributed so much to this project, and I hope you realize how much all of your effort has meant to what we have been able to accomplish. Again, not always immediate or perfect but for those reasons much more meaningful than a brief class discussion (or none at all) on the topic.

thanks much,

Leda

Format for second dialogue, please note

Hi all,

I am posting here for those of you who tend to (accidentally?) delete my emails. You can always find the info here if you need it. Below I have written out the format for all dialogues except those for Clemmons' 5:45-6:45 Thursday dialogue. Please note that facilitator hand outs will be sent to you later today, as will student handouts. If you are able, please bring copies of the student handouts. If you are not, I will have some on hand.

Each dialogue is structured in 5 parts:

1. Introduction: (suggestion) Have students say something about themselves and something they took from the last dialogue. Facilitators should explain a bit about their role in the discussion and why they/you made the commitment to work on this project.

2. Framework for dialogue:

• List the content and process goals for the dialogue. A potential content goal might be to discuss the ways whiteness organizes racial categories and impacts all of our lives. Process goals might be to be listen openly and without immediate judgment and to be reflective about feelings of defensiveness, frustration or anger. Where is this coming from?
• Remind students of the debate vs. dialogue idea--mention that if they find themselves coming up with arguments, might want to remember the goal is not to find out who is right and who is wrong. Also we need to acknowledge the moral implications of our discussion.
• Remind students of principles of learning community. You can hand these out or pass a few around for them to look over as you discuss them. Even if a "safe" environment is unrealistic it's important to emphasize an atmosphere of curiosity, openness and good intentions.
• Tell students how the dialogue will proceed (dyads, then larger group, then closing)

3. Dyad exercise. See facilitation handout that was sent out today on resistance and engagement strategies. Make sure students are addressing both resistance and possibilities for engagement.

4. Bring back to larger group discussion. Ask, "How did it feel to do this exercise?" "Was there an "aha" moment for you as you were reading over and discussing these?" For students of color you might ask "How do you feel when you see other people doing this?" "Do you ever do this yourself? Why?"

To bring the discussion back to the structural issues, you can use the MacIntosh handout on white privileges, which locates some of the more abstract, structural benefits of whiteness in concrete practices--practices that do not necessarily separate out race, class and gender but show how they depend on one another. We will have this handout available. You can also download it from Unpacking the Knapsack

5. Closing. You may choose to have participants say a brief word about the dialogue, or just summarize what we have discussed. You might also orient them toward the final dialogue by asking them what they might do next, ,as a result of the dialogue. PLEASE remember to have all participants write a brief reflection paper (2 minutes or so).

THURS

CC 165-169 Thursday 12-2

CC 101 Thursday 2-4, 4-6

Herter 231 Clemmons' class 5:45-6:45

Machmer E33 6-8

FRIDAY

all but 6-8 session in CC 101. 6-8 is in Machmer E33

GOOD LUCK and THANKS

Leda

A word of thanks to all the facilitators and summary of last night's post dialog meeting

Hi all,

Thanks to those of you who were able to come to the meeting last night. I really appreciated the stories you (Margo, Liz, Heather)told of difficult moments and situations that(I believe) made you wonder if this process was worthwhile for students of color who are highlighted in uncomfortable ways and potentially exploited in mostly white groups. We discussed moments when this may or may not be happening, and the power that observation (and silence) may have for, for instance, the African American man in a group of white students. Raphael, Lauren and Molly discussed ways that we might ask questions to include (invite--as we call our dialogue "an invitation") white students to express themselves in terms of their experiences. We might not agree with their interpretation of those experiences, and that could be a time for more questions. Claudio discussed the power of the personal story, and the invitation to others to join in with stories of their own.

Margo brought up the important point/question about intervention and our role as facilitators in these dialogues. When/how do we intervene when participants are telling angry stories, or stories that further marginalize or exoticize students of color--whether or not those students are part of the group? Other shared similar concerns about finding "teachable" moments when perhaps we should not be teaching. Brittni responded that what we are doing is not dialogue, since dialogue usually happens in conditions of mutual trust and respect for the process. Indeed, this is an important distinction, and I do not consider it a reason either to discount "true" dialogue, or the project we are doing as "psuedo-dialogue" (not does Brittni, I think). Her point was, I believe, that we might just need to teach under these circumstances, but in a way that invites (that word again) others to think about what they are saying about their own experiences and in a structural sense, about the ways race extends beyond "who does what to whom".

Dijana, reflecting on the conversation, commented that is seemed as though the real breakthroughs in the dialogues happened when facilitators asked questions. This is also teaching, but not in a manner that you presume what it is the participants need to know.

As we wrapped up the meeting last night Claudio mentioned that we (facilitators) need to remind each other of the good work we're doing, along with being cognizant of where we might improve. As I looked around the room, I was so happy to see the great group that we have or really dedicated and caring people. After all, you've put up with all my frantic pleas for help and scheduling difficulties etc, and still have done an incredible job.

So, again, my thanks. We will have a pre-second dialogue session on Tuesday November 17 at 4:00.

best,

Leda

Format for second dialogue, handouts and readings

Hi all,

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

Readings on dialogue

There are some great readings to facilitate your facilitating available to you on e-reserve.

Just a reminder that for those of you doing independent studies with me , in addition to facilitating you will need to be reading from the e-reserve list (Comm 500, under my name or Dee's--password "dialog"). You will need to either write 2 short papers based on the readings and the dialogues @5 pages each or one longer one due at the end of the semester.

Still no word on space, still no sleep at night. More soon and see you Friday or Sunday--or soon.

Leda