Resources on how to have difficult dialogue
When an issue arises spontaneously:
Acknowledge it and acknowledge that not everyone will feel the same way.
Consider whether you feel able to open the discussion or need to wait.
If you need to wait, assess whether it seems that the class would like to continue the discussion. Then tell students when you will discuss it and, if you’re able, suggest ways they can prepare.
It’s important to acknowledge the controversial or difficult issue. However, especially if it’s not related to your course content, you don’t have to facilitate a discussion if you don’t feel comfortable doing so, if your own emotions or reactions make you hesitant, or if you have particularly strong feelings that will make it difficult to hear all students’ perspectives. You can simply acknowledge the issue and validate your students’ feelings.
For recommendations for how to prepare for difficult dialogue, consider these resources:
From the New School Faculty Center, an overview of how to create space, things to anticipate, and how to bring down the temperature, plus additional resources on engaging difficult dialogues, with guidelines for classroom discussions
Vanderbilt University Center for Teaching: Difficult Dialogues
Barnard College Center for Engaged Pedagogy: Dialogue and Disagreement
Faculty Checklist: Steps to Respond to Classroom Incivility, by Barbara Lee and Kathleen Rinehart
Reducing Incivility in the College Classroom, article by Patrick Morrissette
Pedagogical Approaches to Student Racial Conflict in the Classroom, article by Penny Pasque, Mark Chesler, Penny Charbeneau, and Corissa Carlson
Teaching in Higher Ed Podcast: Trauma-Informed Teaching and Learning, with Mays Imad
Handbook for Facilitating Difficult Conversations in the Classroom, prepared by John D. Vogelsang Michael Harrington Center, Queens College, and Sophia McGee, Center for Ethnic, Racial and Religious Understanding
Northwestern University, Searle Center: Teaching During Turbulent Times
Following conflict, University of Michigan: Restorative Justice Circles
Building Resilient and Inclusive Communities of Knowledge (BRICK) Toolkit, from the Polarization and Extremism Research and Innovation Lab, American University. A framing tool designed to help shape conversations and build a resilient campus.
Making the most of “hot moments,” U Michigan
Campus Compact has just released an extensive resource: Better Discourses: A Guide to Bridging Campus Divides in Challenging Times