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Living Together: RA Skills for Engaging in Conversations on Diversity and Social Justice

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IV IN G
      L          R
         E T H E
    TO G
Skills for Engaging in Conversations on
       Diversity and Social J...
RAWBAT
RAWBAT
Resident Assistants will be able to...

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Living Together: RA Skills for Engaging in Conversations on Diversity and Social Justice

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Originally presented at Resident Assistant Training at Boston College on August 18, 2012. This brief presentation discusses how to approach difficult conversations and confront problematic language around issues of diversity and social justice.

Originally presented at Resident Assistant Training at Boston College on August 18, 2012. This brief presentation discusses how to approach difficult conversations and confront problematic language around issues of diversity and social justice.

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Living Together: RA Skills for Engaging in Conversations on Diversity and Social Justice

  1. IV IN G L R E T H E TO G Skills for Engaging in Conversations on Diversity and Social Justice
  2. RAWBAT
  3. RAWBAT Resident Assistants will be able to...
  4. RAWBAT • Define basic terms including power, privilege, and microagression • Identify instances where microagressions may be occurring • Identify the difference between intent and impact when making statements • Describe “rules of thumb” for successfully navigating difficult conversations around difference
  5. R O L E S
  6. R O What ground rules do we have for our L discussion today? What roles will we play? E S
  7. R O L E S
  8. R - Respect O L E S
  9. R - Respect O L - Listen first E S
  10. R - Respect O L - Listen first E What would S you add?
  11. First, a few concepts...
  12. POWER “social oppression exists when one social group, whether knowingly or unconsciously, exploits another social group for its own benefit.” Hardiman, R., & Jackson, B. W. (1997). Conceptual foundations for social justice courses. In M. Adams, L. A. Bell, & P. Griffin (Eds.). Teaching for diversity and social justice: A sourcebook (pp. 16-29). New York, NY: Routledge. (page 17)
  13. PRIVILEGE “Both agents, those who are privileged in the hierarchy of oppression, and targets, those who are victimized and penalized, play a role in maintaining oppression.” Bell, L. A. (1997). Theoretical Foundations for Social Justice Education. In M. Adams, L. A. Bell, & P. Griffin (Eds.). Teaching for diversity and social justice: A sourcebook (pp. 16-29). New York, NY: Routledge. (page 12)
  14. So... How does this influence how we talk about these topics and issues?
  15. m icro aggressions
  16. microagressions are... “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative... slights and insults toward people...” Sue, Derald Wing; Capodilupo, Christina M.; Torino, Gina C.; Bucceri, Jennifer M.; Holder, Aisha M. B.; Nadal, Kevin L.; Esquilin, Marta. Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, v62 n4 p271-286 May-Jun 2007.
  17. like mosqu ito bites
  18. one bite might not hurt that much...
  19. but multiple bites can build over time
  20. EXAMPLE A gay man constantly gets asked if he has a girlfriend.
  21. What are the hidden assumptions?
  22. EXAMPLE A low income student constantly gets asked to participate in expensive activities.
  23. What are the hidden assumptions?
  24. We often have a good INTENT but the IMPACT of what we say can have a different unintended effect.
  25. Some of my best friends are... [insert] Cullen, M. (2008). 35 dumb things well-intentioned people say. New York, NY: Morgan James Publishing. (page 63)
  26. what’s the INTENT? what’s the IMPACT? what should you do INSTEAD?
  27. “Why do [insert] always have to sit together? They are always sticking together.” Cullen, M. (2008). 35 dumb things well-intentioned people say. New York, NY: Morgan James Publishing. (page 98)
  28. what’s the INTENT? what’s the IMPACT? what should you do INSTEAD?
  29. OOP S!
  30. tepped in it! I s Now what?
  31. Now what... • Remember this conversation • Manage your feelings of defensiveness • Listen intently to what happened • Reflect on what you heard • Figure out how to ground yourself so you can hear difficult feedback Special thanks to Stacey Pearson Wharton.
  32. Now what 2... • Apologize immediately • Take responsibility • Don’t try to prove your point of view or how much of a ____ist you are not • Share how you can make it different (if possible • Follow up
  33. RAWBAT • Define basic terms including power, privilege, and microagression • Identify instances where microagressions may be occurring • Identify the difference between intent and impact when making statements • Describe “rules of thumb” for successfully navigating difficult conversations around difference
  34. IV IN G L R E T H E TO G Skills for Engaging in Conversations on Diversity and Social Justice

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