Facilitating Discussions On Race

February 09, 2021

Avoid double-barreled questions which pose two problems simultaneously or hide the ball questions that search for a specific answer. Use the strategies in this resource as you prepare to facilitate dif-ficult conversations about race and racism.

Teachers Grapple With Facilitating Discussions Concerning Race The Record

Research Questions The purpose of this study is to engage students in discussions and activities in the development of racial literacy.

Facilitating discussions on race. A Framework for Leading Race Conversations. Begin the discussion with clear open-ended but bounded questions that encourage discussion. Validating and facilitating the discussion of feelings is a primary goal in race talk.

The following strategies can help you maintain the focus and flow of the discussion. Strategies for Facilitating Conversations on Race on page 64-70. Michael Harrington Center Center for Ethnic Racial and.

This framework is intended to prepare educators and facilitators to lead conversations about race in various learning environments including academic classrooms and corporate environments. Share experiences with addressing difficult situations that come up around race in the classroom. AT THE BEGINNING OF THE MEETING.

Vogelsang Sophia McGee. In that spirit I offer the RACE framework for educators and facilitators that I created for the HBS event. Validating and facilitating the discussion of feelings is a primary goal in race talk.

There are some tips for identifying your fears and restructuring self-talk in our book Diversity Equity and Inclusion. Before delving into the discussion it is important to set the right tone and some basic agreements about how to have this conversation. They are sensitive to how the workshop or class is perceived by the school college or organization and attempt to elicit positive feelings and opinions from participants at the expense of productive discussion.

I encourage you to do the self-assessment exercises on those pages. Incarceration requires practice and facilitating difficult conversa-tions demands courage and skillregardless of who we are our inten-tions or how long weve been teaching. Managers can share tips and resources with members of their network which will enable them to have the latest insights on how to facilitate conversations about race in the workplace.

The facilitator must create conditions that make the expression and presence of feelings a valid and legitimate focus of experience and discussion. Stopping and asking a participant to summarize where the discussion is at the point it appears to go off track may also help. Share concerns about race in the context of UMSL.

Try to avoid interjecting with too many of your personal experiences unless the situation allows for it. Managers can also encourage employees to develop a diverse network of internal and external allies as well and lean on them for help when needed. From them in terms of discussion engaging in an activity and if there may be some discomfort with some of the topics or discussions.

The instructor must create conditions that make the expression and presence of feelings a. APPEASE THE PARTICIPANTS Some instructors avoid deep discussions of race in order to maintain what they perceive as classroom harmony. Facilitate the discussion.

Also see chapter 4 Increasing your Confidence. This addresses the need for future teacher educators to develop the ability to. An important first step is for facilitators to understand the dynamics involved in talking about race assess their own feelings and emotional triggers and how they may affect the discussion and recognize the so- cial norms and taboos that impede open dialogue about race1.

Educators use to facilitate discussions of race such as group work and discussions and debriefing. Handbook for Facilitating Difficult Conversations in the Classroom. One way to do this would be to facilitate a norms-setting activity prior to engaging in difficult conversations about race.

Some facilitators keep discussions on track by listing the questions or issues they want to cover on the board or summarizing the discussion on the board as it proceeds. The hard part of talking about raceracism is The beneficial part of talking about raceracism is In addition this self-assessment tool from Teaching Tolerance may help you to identify your vulnerabilities strengths and needs in order to more thoughtfully prepare yourself for facilitating discussions about race with your students. Managers can share tips and resources with members of their network which will enable them to have the latest insights on how to facilitate conversations about race in the workplace.

Handbook for Facilitating Difficult Conversations in the Classroom. Encourage the group to engage and share their own experiences.

Facilitating Difficult Race Discussions