Facilitating Transformational Dialogues Creating Socially Just Communities
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Facilitating Transformational Dialogues
Author: Stephanie D. Hicks
language: en
Publisher: Teachers College Press
Release Date: 2024
This much-needed guide provides the specific skills and materials necessary to facilitate effective dialogues across identity differences. We are living through arguably one of the most divisive times in our country and the world. People do not know how to communicate across differences in a way that advances the public good—from the international halls of power to local city governments to classrooms to family dinners. The consequences are devastating—from hate-fueled conflicts and mass shootings to teachers who do not know how to address problematic comments in the classroom. This book responds to the urgent need to address complicated, intense, and oftentimes personal differences in a productive way. Written for both novice and experienced facilitators, it offers concrete materials to use in classrooms and other settings, along with anecdotes, vignettes, and hard-earned lessons based on the authors’ own experiences. By capturing conversations among leaders in the field and emergent practitioners, Facilitating Transformational Dialogues emanates optimistic energy and time-tested wisdom from the fields of Intergroup Relations and Intergroup Dialogue. Contributors: Daniel Alvarez, Charles Behling, Trelawny Boynton, adrienne maree brown, Mark Chesler, Erika Crews, Sara Crider, Tazin Daniels, Roger Fisher, Kristie Ford, Patricia Gurin, Rima Hassouneh, Emely Hernandez, Stephanie Hicks, Olive Jayakar, Donna Kaplowitz, Michael Kaplowitz, Charles Liu, Kelly Maxwell, Sariah Metcalfe, Alice Mishkin, Christina Morton, Taryn Petryk, Shana Schoem, Deborah Slosberg, Beverly Daniel Tatum, Monita Thompson, Meaghan Wheat, Anna Yeakley, Ximena Zuniga
Facilitating Transformational Dialogues
This much-needed guide provides the specific skills and materials necessary to facilitate effective dialogues across identity differences. We are living through arguably one of the most divisive times in our country and the world. People do not know how to communicate across differences in a way that advances the public good--from the international halls of power to local city governments to classrooms to family dinners. The consequences are devastating--from hate-fueled conflicts and mass shootings to teachers who do not know how to address problematic comments in the classroom. This book responds to the urgent need to address complicated, intense, and oftentimes personal differences in a productive way. Written for both novice and experienced facilitators, it offers concrete materials to use in classrooms and other settings, along with anecdotes, vignettes, and hard-earned lessons based on the authors' own experiences. By capturing conversations among leaders in the field and emergent practitioners, Facilitating Transformational Dialogues emanates optimistic energy and time-tested wisdom from the fields of Intergroup Relations and Intergroup Dialogue. Book Features: ● A roadmap for school, university, and community leaders to navigate the implementation of dialogues. ● An exploration into why talking about power in intimate cross-identity dialogue settings is key to dismantling systems of oppression. ● A primer on the foundations of facilitation with specific suggestions for pre- and inservice teachers, professors, youth advisors, school administrators, business leaders, and everyone interested in promoting dialogue across difference. ● An extended conversation around intergroup dialogue that includes a chapter on well-being for facilitators. ● A range of strategies for implementing dialogues, from using peer, near-peer, teacher, or consultant-based facilitating frameworks. ● A curriculum that has been field tested in dozens of settings with high school and college students, faculty, professors, and community leaders. ● A dialogue between the founders of intergroup dialogue in higher education and emerging leaders in the field. ● A companion to Race Dialogues: A Facilitator's Guide to Tackling the Elephant in the Classroom by Donna Rich Kaplowitz, Shayla Reese Griffin, and Sheri Seyka
Envisioning Critical Race Praxis in Higher Education Through Counter-Storytelling
While critical race theory is a framework employed by activists and scholars within and outside the confines of education, there are limited resources for leadership practitioners that provide insight into critical race theory and the possibilities of implementing a critical race praxis approach to leadership. With a continued top?down approach to educational policy and practice, it is imperative that higher education leaders understand how critical race theory and praxis can assist them in utilizing their agency and roles as leaders to identify and challenge institutional and systemic racism and other forms/manifestations of oppression (Stovall, 2004). In the tradition of critical race theory, we are charged with the task of operationalizing theory into practice in the struggle for, and commitment to, social justice. Though higher education leaders and leadership programs are often absent in this process, given their influence and power, higher education leaders need to be engaged in this endeavor. The objective of this edited volume is to draw upon critical race counter?stories and praxis for the purpose of providing higher education leaders?in?training and practicing higher education leaders with tangible narratives that demonstrate how racism and its intersectionality with other forms of oppression manifest within higher education. An additional aim of this book is to provide leaders with a working knowledge of the central tenets of critical race theory and the tools that are required in recognizing how they might be complicit in the reproduction of institutional and systemic racism and other forms of oppression. More precisely, this edited volume intends to draw upon and center the lived experiences and voices of contributors that have experienced racism in higher education. Through the use of critical race methodology and counter?storytelling (Solórzano & Yosso, 2002), contributors will share and interrogate their experiences while offering current and future higher education leaders insight in recognizing how racism functions within their respective institutions, and how they can address it. The intended goal of this edited volume is to translate critical race theory into practice while emphasizing the need for higher education leaders to develop a critical race praxis and anti?racist approach to leadership.