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A discussion on ways difference leads to hate

Identifying university resources Identifying a clear purpose Starting a discussion with clearly articulated objectives can help shape the nature of the discussion and link it to other course goals. Examples of general objectives include: Examining and developing positions on issues of social policy, university policy, or social convention.

Identifying a core problem underlying social conflicts and exploring possible answers to the problem. Analyzing the root causes or reasons for a social conflict i. Exploring possible consequences or implications of a conflict i. Columbia University, College Teachers Press. Referring back to these community agreements can be very helpful if discussion becomes tense. Some suggestions include the following: Listen respectfully, without interrupting.

Listen actively and with an ear to understanding others' views. Criticize ideas, not individuals. Commit to learning, not debating. Comment in order to share information, not to persuade.

Avoid blame, speculation, and inflammatory language. Allow everyone the chance to speak. Do not ask individuals to speak for their perceived social group. For instance, you can assign readings on a specific conflict, instruct students to select their own readings to bring to class, or show a video clip to prompt discussion. Another option is to have students review materials during class and follow up with a structured discussion. You can also draw upon students' own knowledge to establish a a discussion on ways difference leads to hate basis: In class, ask students to identify key points of information, stating their source.

You can ask students to do this individually and then pool the information, or you can simply elicit information from the class as a whole. Make a list of these for the whole class. Acknowledge how difficult it may be to make these distinctions at times.

Your framework can be a guide, balancing the need to have clear purpose and direction while being open to student observations and interpretation. The following strategies can help you maintain the focus and flow of the discussion: Begin the discussion with clear, open-ended but bounded questions that encourage discussion. Prepare specific questions to use if the class is silent or hesitant about speaking.

With probing questions, an instructor can prompt students to share more specific information, clarify an idea, elaborate on a point, or provide further explanation.

Be prepared to re-direct the discussion if students go beyond the intended focus.

Guidelines for Discussing Incidents of Hate, Bias, and Discrimination

When students raise points that are extraneous to the focus, note that these are important but tangential. Recap the key discussion points or issues at the end of class, in writing if possible. Moving beyond a whole group discussion format allows all students to participate and helps prevent the most talkative or opinionated students from dominating the conversation.

Using small groups, your class can hear from students who may not speak otherwise, including those who may see their views as marginalized as well as those who want to explore ideas they are not sure about. Some methods for increasing the number of discussants include: Give each student an opportunity to respond to a guiding question without interruption or comments. Provide students with the option to pass. After the round, discuss the responses. Give students a few minutes to respond to a question individually in writing.

Divide the class into pairs. Instruct the students to share their responses with group members. Prior to the discussion, have students write a reflective memo in response to a question or set of questions that you pose.

With each of these methods, the instructor needs to summarize the various responses and relate them to the discussion objectives. Be careful to maintain some control but not over-control.

Your role as an active facilitator can include rewording questions posed by students, correcting misinformation, making reference to relevant reading materials or course content, asking for clarification, and reviewing main points.

Students may expect their instructors to express their own point of view, or they may ask explicitly for this view. In deciding how to respond, instructors should consider their comfort in expressing personal views, and also the impact such expressions will have on this and future discussion in class. For instance, will sharing your perspective usefully model the way one can take a stance on a complex topic, or will it more likely shut down those students who may disagree with you?

Or, will your sharing of your perspective helpfully respond to comments that marginalize or devalue students in your class? Students are more likely to feel that a discussion was valuable if the instructor, with the help of the class, synthesizes what has been shared or identifies the key issues explored. Ask them to respond to some or all of these questions: What are the three most important points you learned today?

What important questions remain unanswered for you? What did you learn specifically from what someone else said that you would not have thought of on your own? Review the student responses before your next meeting with the class.

During the next class, briefly summarize the student feedback and thank the students for their participation. Students may make assumptions about the expectations an instructor has in leading the class discussion. Assumptions may be based on the students' perception of the instructor's identity, on the way that the instructor has handled other class sessions, and on their personal interactions with the instructor. In addition, some issues and events may trigger reactive responses in an instructor, and students may say things and speak in ways that trigger emotional reactions.

Instructors need to be aware of the possibility or even the likelihood of having an emotional response, even if a discussion is thoughtfully planned. Recognizing the response and the trigger as such will help an instructor to stay even-tempered in leading the discussion. To handle statements that trigger emotional responses, instructors will want to draw on techniques that will allow them and the class to a discussion on ways difference leads to hate back and gain perspective e.

If an instructor needs to let such a moment simply pass by, it is important to find time later to talk through the experience, and to address the triggering issue with others who are outside of the class. CRLT can also develop customized workshops for units. Their counseling staff provides mediation and counseling to assist with any conflicts involving students.

  1. Some methods for increasing the number of discussants include.
  2. Ask them to respond to some or all of these questions. Columbia University, College Teachers Press.
  3. Exploring possible consequences or implications of a conflict i.
  4. Some methods for increasing the number of discussants include.
  5. Give students a few minutes to respond to a question individually in writing.

They are also available to come to classes to discuss conflict resolution.