Facilitating Dialogue on Race, Gender, and Ethnicity
Fall 1999 and Spring 2000, 6 credits
Instructors:
Bridget Turner, Assistant Director of Student Center OHRP, X58190
Dr. Hugh O'Doherty, Director CPS Public Leadership Program, X50390
Tom Dunne, Director, Center for Cooperation and Conflict Management
Dr. Lois Vietri, Director CPS International Studies Program, 50529
Class meeting time: Tuesday 5:30- 8:00pm weekly
Class location: Cambridge Community Center, Room 1115
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IF YOU HAVE A DOCUMENTED DISABILITY AND WISH TO DISCUSS ACADEMIC ACCOMODATIONS, PLEASE CONTACT AN INSTRUCTOR AS SOON AS POSSIBLE
Course Description
Facilitating Dialogue is a yearlong course. During the first semester students will (1) receive education in group facilitation, dialogue, and conflict management, and (2) read and share ideas about race and other diversity issues. The second semester will be a practicum during which students will teach the knowledge and skills learned during the first semester to freshmen in the College Park Scholars Public Leadership and International Studies Programs.
Purpose of Course
The Course has two main purposes: (1) Data shows that people learn best when they have an opportunity to pass their knowledge on to others. This course is designed so that the participants, in teams, have the opportunity to pass on what they have learned to College Park Scholars freshmen students. (2) A vital skill that anyone requires to exert leadership in today's complex world is to mobilize people of all different races, ethnicities, and backgrounds around specific goals so they can be powerful catalysts for change. The course helps students understand and develop with groups comprised of people from diverse cultures, and provides opportunities for students to share their knowledge with others.
Valued Ends for the Course
Required Reading
Coursepack: Facilitating Dialogue on Race, Gender, and Ethnicity
Book: Smith, K, & Berg, D. (1987), Paradoxes of Group Life. San Francisco: The New Lexington Press
Book: Fisher, R., & Ury, W. (XX), Getting to Yes: Negotiating Agreement Without Giving In
Course Requirements
a. Class participation
Attendance is mandatory. Every student adds a valuable and unique perspective that is essential to everyone's learning. Participation will be assessed in terms of the "quality," not the frequency of comments.
b. Reading assignments
The course packet readings are both scholarly and contemporary in nature and are designed to prompt critical analysis and thought-provoking questions, serve as a common information base for intellectually stimulating dialogue, and provide useful information about facilitating dialogue. The opinions and ideas in the readings do not necessarily reflect the instructor's opinion, rather they represent different aspects and ways of viewing race, diversity, and dialogue.
Each reading has a corresponding assignment sheet that will be handed out during each class to be completed by the next class session. The assignment responses should be typed, and will be assessed on (1) how well the student critically examines the lines of argument, contradictions, issues and implications in the reading, (2) how well the student makes connections and/or distinctions between the reading and the student's personal experiences/beliefs/attitudes, and (3) grammar, style, organization, and reasoning of response.
c. Journal reflections
A journal reflection is due for every other session. The journal entry should focus on student's personal experiences of the Course as it evolves each week. Each journal entry should be typed, and at least 2 pages double spaced. The journal reflections are intended to help students develop the habit of analyzing their personal values, biases and attitudes. In addition, the journal reflections will serve as a chronicle of the student's development throughout the Project. Students will receive feedback (written and/ or verbal) on each individual journal entry. However, the journals will be assessed as a collective at the end of each semester. Assessment will be based on the level of depth, illustration of ideas, and growth in examination of one's views.
d. Team teaching
Each student will have the opportunity, as a participant in a three-member team, to teach "Facilitating Dialogue" to a small group of College Park Public Leadership and International Studies Scholars. Assessment will be based on student feedback and evaluation.
Grading
20% Class Participation
20% Reading Assignments
20% Journal Reflections
40% Teaching
Course Syllabus
This session will begin with an explanation of the course syllabus, a class discussion about what students hope to gain from the Course, and an interactive exercise on identity.
"Our children teach is simplicity in a complicated world; they are reminders that great wisdom often comes in very small packages," S.H.E.
Students will participate in facilitated exercises in which they will examine their identity and personality as it relates to conducting dialogue. Students will write a journal entry about this experience.
"The dialogue leader's basic responsibility is to the group as a whole, while also considering each person's individuality and level of comfort."
This session will examine the sources of paradox in group dynamics and the implications for facilitating group dialogue.
Due September 14:
Smith & Berg, Part 1, chaps 1-4
Journal Reflection on Retreat
Assignment Sheet 1
"Facilitation capability is at the core of the process consultation skill set. The ability to design a change process and facilitate the execution of the process requires the ability to manage process while not taking ownership of content."
Students will learn to listen for understanding, ask questions from a place of genuine not knowing, bring forth thoughts in real time that are fresh and passionate and alive, find value in silence, grant others the respect of being an authority about their own thoughts and feelings, notice how their own internal responses and learning coexist with others, build a hospitable, bounded and open place for the consideration of perspectives which may conflict, learn to be provoked without closing down, and to tolerate chaos and frustration.
Due September 21:
Smith & Berg, Part II, chaps 5-7
Assignment Sheet 2
"I have a feeling that we're all waiting for something to happen, for some divine intervention that will sit us down at one table; each race, each class, each faction, and somehow we'll legislate, negotiate, mediate, and make everything all right," Allan Gurganus
Students will participate in a day of intensive training in dialogue facilitation.
Due October 2:
Smith & Berg, Part II, chaps 8-9
Journal Reflection
Assignment Sheet 3
"For the sake of one's children, in order to minimize the bill they must pay, one must be careful not to take refuge in any delusion-and the value placed on the color of the skin is always and forever a delusion," Baldwin
Students will use the readings to begin a class discussion about privilege, who holds it, why, and the implications for facilitation.
Due October 5:
Ayers, W. C. (1996). Racing in America. In M. Fine (Ed), Off White: Readings
on race, power, and society (pp. 129- 136). New York: Routledge.
Cosby, C. (1998). Prejudice permeates American culture. USA Today, p. A15.
McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible
knapsack. Peace and Freedom, 10- 12.
West, C. (1993). Introduction. Race matters (pp. 3- 13). Boston: Beacon Press.
Wildman, S.M. & Davis, A.D. (1995). Language and silence: Making systems of
privilege visible. In R. Delgado (Ed.) , Critical race theory: The cutting edge. (pp. 573-579). Philadelphia: Temple University Press.
Assignment Sheet 4
"Our beautiful, powerful question that we can ask each other is, What us your experience?" Mary Pipher
This session will begin with an exercise in which students will examine the histories and traditions of diverse cultures. Students will discuss readings as well as receive facilitation training.
Due October 12:
Buriel, R. (1987). Ethnic labeling and identity among Mexican Americans. In J. Phinney
& M. Rotheram (Eds.), Children's ethnic socialization: Pluralism and development (pp. 134-140). Newbury Park, CA: Sage Publications, Inc.
Churchill, W. (1996). Like sand in the wind: the making of an American Indian Diaspora
in the United States. In D. Crow (Ed.), Geography and identity: Living and exploring geopolitics of identity (pp. 246-269). Washington, D.C.: Maisonneuve Press.
Blauner, R. (1994). Colonized and immigrant minorities. In R. Takaki (Ed.), From
different shores: Perspectives on race and ethnicity in America, 2nd Edition (pp. 149-160). Oxford: Oxford University Press.
Heyck, D. (1994). Barbara Carrasco. Barrios and borderlands: Cultures of Latinos and
Latinas in the United States (pp. 302-311). New York: Routledge.
Journal Reflection
Assignment Sheet 5
"As long as we think of difference as that which divides us, we shall dislike it; when we think of it as that which unites us, we shall cherish it," Mary P. Follett
This session will begin with an interactive exercise whereby students will gain a clearer understanding of cross-cultural challenges. The session will also include a discussion of the readings, sharing of journal entries, and facilitation training.
Due October 19:
DuBois, P., & Hutson, J. (1997). Toward racial reconciliation. Bridging the racial divide:
A report on interracial dialogue in America (pp. 8-20). Hadley, MA: Common Wealth Printing.
DuBois, P., & Hutson, J. (1997). Dialogue to develop civic culture. Bridging the racial
divide: A report on interracial dialogue in America (pp. 43-50). Hadley, MA: Common Wealth Printing.
DuPraw, M. & Axner, M. (1997). Working on common cross-cultural
communication challenges. Toward a more perfect union in an age of diversity: A guide for building stronger communities through public dialogue (pp. 12-16). Pomfret, CT: Topsfield Foundation, Inc.
Assignment Sheet 6
"None of us alone can save the nation or world. But each of us can make a positive difference if we commit ourselves to do so," Cornel West
Students will examine their own racial and ethnic identities through reading and sharing experiences with each other.
Due October 26:
Helms, J.E. (1990). Nigrescence or Black racial identity models. Black and White racial
identity: Theory, research, and practice (pp. 17-32). New York: Greenwood Press.
Helms, J.E. (1990). Stages of White racial identity development. Black and White
racial identity: Theory, research, and practice (pp. 54- 62, 66). New York: Greenwood Press.
Marable, M. (1993). Beyond racial identity politics: Towards a liberation theory
for Multicultural democracy. Race & Class, 35, (1), 113-130.
Kuo, W.H. (1995). Coping with racial discrimination: The case of Asian Americans.
Ethnic and Racial Studies, 18, (1), 109- 127.
Post, D.W. (1995). Reflections on identity, diversity, and morality. In R. Delgado
(Ed.), Critical race theory: The cutting edge (pp. 419- 427). Philadelphia: Temple University Press.
Journal Reflection
Assignment Sheet 7
"It took me a while to grasp where these differences came from, but by the 80's I had found some names to call myself: working-class, lesbian, Jewish," Pam Mitchell
During this session, students will examine other facets of diversity and how they relate to one's identity, and plan Project Dialogues.
Due November 2:
Dill, B. (1994). Race, class, and gender: Prospects for an all-inclusive sisterhood.
In R. Takaki (Ed.), From different shores: Perspectives on race and ethnicity in America 2nd Edition (pp. 214-223). Oxford: Oxford University Press.
Fordham. S. (1996). Schooling and imagining the American dream: Success alloyed with
failure. Blacked out: Dilemmas of race, identity, and success at capital high (pp. 39-54). Chicago: The University of Chicago Press.
Hunter, S., Shannon, C., Knox, J., & Martin, J. (1998). Young adults on campus. Lesbian,
gay, and bisexual youths and adults: Knowledge for human services practice (pp. 137-140). Thousand Oaks, CA: Sage Publications.
Langston, D. (1995). Tired of playing monopoly? In M.L Anderson, & P.M. Collins
(Eds.), Race, class, and gender: An anthology (pp. 100- 110). Belmont, CA: Wadsworth Publishing Co.
Wall, V., & Washington, J. (1991). Understanding gay and lesbian students of color. In
N. Evans & V. Wall (Eds.), Beyond tolerance: Gays, lesbians and bisexuals on campus (pp. 67-78). Washington, D.C.: American College Personnel Association.
Assignment Sheet 8
"Start from where you are with what you have, knowing that what you have is plenty enough," Booker T. Washington
Students will (1) watch a moderator facilitate a dialogue as well as read select speeches on diversity by leaders in order to gain a clearer understanding of what it takes to effectively communicate ideas about diversity, (2) receive facilitation training, and (3) plan Dialogues.
Due November 9:
Watch "Why Can't We Talk About Race" 60 minute video at Hornbake Library, Non Print Media Services.
Keohane, N. (1997). Presidential statement given at The President=s Initiative on Race
Advisory Board Meeting (pp. 1-5). University of Maryland, College Park.
Kidd, J. R. (1992). To love and serve humanity. In R. K. Burke (Ed.) , American public
discourse: A Multicultural perspective (pp. 311- 313). Lanham, MD: University Press of America, Inc.
Perry, B. (1989). America's greatest crisis since the civil war. Malcolm X: The last
speeches (pp. 59-79). New York: Pathfinder Press.
Journal Reflection
Assignment Sheet 9
"You don't stick a knife in a man's back nine inches and then pull it out six inches and say you're making progress," Malcolm X
Students will discuss readings about controversial issues, receive facilitation training, and plan Project Dialogues.
Due November 16:
Chesler, M.A., & Zuniga, X. (1991). Dealing with prejudice and conflict in the
classroom: The pink triangle exercise. Teaching Sociology (19), 173-181.
Heyck, D. (1994). In the belly of the beast. . Barrios and borderlands: Cultures of Latinos
and Latinas in the United States (pp. 318- 326).New York: Routledge.
Phoenix, A. (1996). "I'm White! so what? In M. Fine (Ed.) , Off White: Readings on
race, power, and society (pp. 187- 197). New York: Routledge.
Pierre-Pierre, G. (1998, July). The White wife. Essence , pp. 80, 82, 138-139.
Schlesinger, A.M. (1992). The decomposition of America. The disuniting of America:
Reflections on a multicultural Society (pp. 101-118). New York: W.W. Norton & Company.
Assignment Sheet 10
"Our vision is to build community, not just have people talk about racism," Cherry Steinwender
This session will begin with a Dialogue on Race with a community group. The dialogue will be conducted by class members and co-sponsored with a community organization.
Due November 23:
National Conference (1996). Taking America's pulse: The national conference survey on
inter-group relations (pp. 1-16). New York: The National Conference of Christians and Jews.
Schoene, L., & DuPraw, M. (1994). Facing racial and cultural conflict: Tools for
rebuilding communities (pp. 1-14). Washington, D.C.: Program for Community Problem Solving.
Journal Reflection
Assignment Sheet 11
"Education…like democracy, is always in the making, forever incomplete, founded in possibilities," Maxine Greene
This session will begin with a performance by the Colours Dance Troupe. After the performance, the class members will conduct a dialogue on race with audience members.
Due November 30:
Association of American Colleges and Universities (1995). Democracy and American
pluralism. The drama of diversity and democracy: Higher education and American commitments (pp. 13-19). Washington, D.C.:AAC&U.
Schoem, D. (1991). Inside separate worlds: Life stories of young Blacks, Jews and
Latinos (pp. 3-17). Ann Arbor: The University of Michigan Press.
Assignment Sheet 12
"You don't have to know the second theory of thermo-dynamics in physics to serve. You only need a heart full of grace; a soul generated by love," Martin Luther King Jr.
Students will continue to work in groups of three to design a semester long curriculum for teaching the skills they learned to the College Park Public Leadership and International Studies freshmen.
Due December 7:
Cisneros, H. (1997). Social contract for the year 2000: Diversity as an asset. Toward a
more perfect union in an age of diversity: A guide for building stronger communities through public dialogue (pp. 36-41). Pomfret, CT: Topsfield Foundation, Inc.
Cose, E. (1996, November 25). Twelve steps toward racial harmony. Newsweek, pp. 54-
55.
Edley, C. (1996, November 18). Racial healing from the grass roots up. U.S. News &
World Report, p. 68.
Sampson, E. S. (1970). Choose one of five. In J.C. Williams & M. Williams (Eds.) , The
Negro speaks: The rhetoric of contemporary Black leaders (pp. 41-45). New York: Noble and Noble Publishers, Inc.
Journal Reflection
"When people of varying age, race, values and background and training join together, they inevitably find innovative solutions to problems," Sheila Widnall
Students will present their curriculum plans to class and turn in to instructor. Class will conclude with planning and brainstorming session about the spring semester component.
COURSE SPONSORED BY OFFICE OF HUMAN RELATIONS STUDENT CENTER, PUBLIC LEADERSHIP AND INTERNATIONAL STUDIES COLLEGE PARK SCHOLARS PROGRAMS, CENTER FOR COOPERATION AND CONFLICT MANAGEMENT.