LET'S TALK

"When we speak of diversity in the classroom, we usually focus on the diversity of the students in the room. We often forget that the teacher also brings a range of diversity issues to the classroom. Every teacher brings his or her physical appearance and culture into the room at the same time as the students do. How you look, how you speak, how you act upon your opinions of the role of academics (and particularly of the class you teach), and the extent to which these differ from the physical, cultural and intellectual backgrounds of your students will have a profound effect on the interactions in your classroom. Thus you need to be aware of possible reactions among the students to your race, gender, age, ethnicity, physical attributes and abilities. Preparing for such reactions will involve not only knowing as much as you can about your students, but also turning the mirror to yourself, and finding out more about your own diversity issues."

Source: Dr. Delaney Kirk references this quote from an article from the University of North Carolina at Chapel Hill's Center for Faculty Excellence.

Let's Talk: Discussing race, racism and other difficult conversations with students

Follow the guidance in ASSESS YOUR OWN COMFORT LEVEL (pp. 4-5)

• Record your own reflections to the prompted questions.

o   I would rather not talk about race/racism.

o   I am very uncomfortable talking about race/racism.

o   I am usually uncomfortable talking about race/racism.

o   I am sometimes uncomfortable talking about race/racism.

o   I am usually comfortable talking about race/racism.

o   I am very comfortable talking about race/racism

• Reflecting on your own level of comfort; think about how you will stay engaged when topic of race presents itself?

Read through COMFORT in DISCOMFORT (p. 5)

• What tools can you use in facilitating difficult conversations with your students (provided in Let's Talk)?

Read through BE VULNERABLE (pp. 5-6)

• What will a discussion about race and racism potentially expose about me?

• Use the graphic organizer  (Difficult Conversations: A Self-Assessment - found on page 18) to list three vulnerabilities that you worry could limit your effectiveness. Next, identify three strengths that you believe will help you lead open and honest dialogues. Finally, list specific needs that, if met, would improve your ability to facilitate difficult conversations.

Record these as your reflections in processing, assessing, identifying your own vulnerabilities and attitudes about talking about race.

At the end of our semester you will have the opportunity To Develop Your PLAN for how you will facilitate difficult conversations with your students, equipping and reassuring them with strategies to persevere during difficult conversations (using Let’s Talk as a resource).

EXTENSION

• Choose one:

What is White Privilege (Teaching Tolerance)

You and White Supremacy: A Challenge to Educators

White Fragility with  Robin DiAngelo

Immediately after reading article or watching video, respond in a free flow reflective memo uninhibited by your conscious thinking. Record your thinking in audio, written, OR illustrations.

Culturally Responsive Teaching

Glossary of Terms

Luis Moll's Funds of Knowledge