Training in Intergroup Dialogue Facilitation: Skills for Multicultural Practice

Introductory Essay

Social work asks that its practitioners work for social justice—meaning that social workers must be competent about the needs and challenges faced by their clients, and that they possess the skills to simultaneously empower and equip their clients with the skills to lead healthy, productive, and fulfilling lives.

The values of dialogue mirror that of social work. At its heart, dialogue asks its participants to connect the social to the personal; it demonstrates, in a concrete way, how individuals are directly impacted by social, historical, and political realities. Moreover, dialogue facilitation necessitates several practices that ensure effective social work practice, including , cultural competency, interpersonal communication skills, including active listening, validation, intentional question-asking, and feedback. It also asks that students engage in cyclical processes of reflection and action (praxis). In doing so, it requires that students engage in critical reflection about identities, assumptions, values, and systems of privilege and oppression. Its emphasis on awareness and critical consciousness offers social workers important information about diverse experiences, but it also demonstrates the importance of cultural competency in effective social work practice.

As explained in the syllabus, this course will address the social work ethics and values from the NASW Code of Ethics, including the social work values of social justice, the importance of human relationships, and competence (in multicultural practice), as well as the ethics related to cultural competence and social diversity (1.05) and to social and political action (6.04). This course develops multicultural competency skills to work with disenfranchised and oppressed groups in culturally competent ways and to address social injustice due to discrimination and oppression. Training in dialogue facilitation promotes sensitivity to and knowledge about oppression and cultural diversity, as well as increases the personal and group capacity to work for social and economic equality and justice around differences in race/ethnicity, gender, culture, religion, sexual orientation, and ability status. This course also addresses the social work value of the importance of human relationships through developing skills in dialogue and alliance building across differences, which both foster and support the belief that relationships between and among people are an important vehicle for social change. Finally, this class supports social work ethics that social workers should obtain about and seek to understand the nature of social diversity and oppression (1.05) and that social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of difference, while working for equity and social justice for all people (6.04).

While this course is an upper-level class in the MSW curriculum, any student in the MSW program (beginners and advanced students alike) will benefit from participation. Beginners will refine important listening and interpersonal skills and reflect on opportunities to employ dialogic skills; advanced students will be able to integrate skills and knowledge with fieldwork. Additionally, because dialogue bridges micro and macro practice, any MSW will find this topic applicable, whatever their area of specialty. IP students will be able to refine active listening skills, recognize the ways in which their clients are impacted by systems of privilege and oppression, and gain skill in addressing difficult topics with resistant clients. CO and Policy-focused students will be able to connect societal problems with individuals’ lived experiences, enhance interpersonal skills (which they will need in organizing and educating), and critically assess their own role in social justice work. In short, this course will provide social workers with a broader perspective on how individual issues are rooted in and connected to socio-political patterns of inequality, and will equip them with a variety of

SW 709 Fall 2011 Crider Syllabus Page | 1 interpersonal skills that will improve their ability to interact with colleagues and clients alike.

This course is organized around two major texts—one is a recognized text on facilitation skill and lesson plans for social justice education; the book is organized around topics of diversity and social justice (one chapter is on sexuality and TBLG issues; another on disability; another on race and ethnicity; another on religion, etc.). This format reflects the courses’ planned structure: For the first few weeks, a combination of lecture and in-class activities will train students in dialogue facilitation. In subsequent weeks, students will take turns leading in-class activities and dialogue on a particular topic (race/ethnicity one week, gender one week, sexuality the next, then class, and so on). Finally, the last three weeks will be dedicated to reflection and wrap-up.

The course will be taught through a few mini-lectures, discussion of readings, in-class activities, role-play, and dialogic practice. Assessment of students reflects the aims of the course, which are: increase in personal awareness and critical consciousness, improvement and increased confidence in dialogue participation and facilitation, recognition of the interplay between the personal and the political, improved interpersonal communication skills—particularly in the areas of active listening, validation, and feedback. Assessment will include in-class participation, reflective journals throughout the semester, leading at least one in-class dialogue (including a lesson plan, in-class facilitation, and self-reflection afterward), and a cumulative wrap-up reflective assignment.

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Social Work 709: Training in Intergroup Dialogue Facilitation: Skills for Multicultural Social Work Practice

Fall 2011 2752 SSWB Thursday 2:00-5:00 PM

Sara Crider E-mail: [email protected] Office: 3764 SSWB Office hours: Thursday, 11:30-1:00 and by appointment

Course Description This course is designed to give students a foundation in the awareness, knowledge, and skills needed to effectively carry out multicultural social work practice with populations who are culturally diverse in terms of race, ethnicity, class, gender, religion, sexual orientation, age, ability status, and national origin. In particular, students will gain and refine skills in facilitating multicultural group interactions and in working with conflict and resistance that may emerge due to cultural misunderstandings or oppressive dynamics. The topics of this course include social identity group development; prejudice and stereotyping and their effects on groups; difference and dominance and the nature of social oppression; our personal and interpersonal connections to power, privilege, and oppression; recognizing and resolving conflicts or resistance; methods of dialoguing and coalition building across differences; and basic group facilitation skills and their applications in multicultural settings.

Course Design Mirroring the learning environment you will be expected to create for dialogue participants, this class will strive to foster a learning environment where each student can reflect critically on their beliefs and perspectives and where multiple perspectives can be understood, respected, and critically examined. This means creating a safe space in which students are able to engage in difficult conversations and reflective processes.

Facilitation training in this course will involve participation in dialogic exercises during class and practice sessions in facilitation skills. In addition, readings, journal writing, self-reflective assignments, and consultations with the instructor will enhance your training and learning in this course. Your dialogue skills will be enhanced by—and will likely be only effective if—you dedicate time to learning content on cultural diversity and social justice. This information will provide you with some of the knowledge, awareness, and skills that social workers need to possess in order to work in a multicultural society. Before you can facilitate dialogues on issues of cultural diversity and social justice, you will need to examine these issues for yourself and reflect on your own identities, issues, and experiences around oppression. This course will provide a forum to critically examine how our multiple identities shape our beliefs, assumptions, behaviors, and life experiences. Special attention will also be given to assess how our multiple identities and different experiences with oppression enhance or hinder our work with diverse populations. Application of this knowledge will then be used in the learning of dialogue facilitation skills.

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Course Objectives and Guidelines for Learning

Upon successful completion of this course, students will be better able to:

1. Demonstrate personal dialoguing skills around issues of multiculturalism and oppression. We will learn how to engage in dialogue with others about cultural diversity and social justice across differences, using respectful and inquisitive forms of active listening, self-reflection, and critical consciousness. Dedicated class time will address stereotypes, prejudices, conflict, pain and resistance—which inevitably arise in dialogue— and skills to tackle these difficult issues.

2. Demonstrate dialogue group facilitation skills by facilitating or co-facilitating at least one class session. We will learn how to create a space for respectful dialogue across differences, how to engage participants in a process of multicultural learning and dialogue, how to address , and how to enact processes that enhance dialogue.

3. Analyze the dynamics of difference and dominance. We will assess systems of difference and oppression, and consider how they impact human psyche and social relations within and across diverse groups. Further, students will reflect on how differences in social are shaped by historical, social, political, and psychological factors—and how these differences impact dialogue.

4. Develop and refine knowledge of multiple identities and the diversity within identities. We will develop a clear understanding of multiple social identities (i.e., race, class, gender, sexual orientation, religion, age, ability status, age), as well as an understanding of the many ways that our multiple identities intersect to create remarkably diverse identity groups (e.g., being an able-bodied woman of color, a Christian Latino gay male, a disabled white man).

5. Reflect on the interconnections between forms of oppression. Through dialogue practice and reflective assignments, students will be asked to reflect on the ways that forms of oppression interact and mutually reinforce one another. Students will be asked to consider the ways in which viewing oppression as hierarchical may be detrimental to both dialogue practice and social work practice.

6. Demonstrate skills for multicultural social work practice, including respect and validation of others’ experiences and perspectives, critical consciousness of oppressive socializations, awareness of one’s own biases, recognizing our personal role in oppression, and learning how to interrupt oppression and work for social justice through alliance and coalition building across differences.

7. Develop critical consciousness and understand its implications for social work practice. We will consider how the beliefs, feelings, and behaviors that emerge from our multiple identities (and their corresponding experience with dominance or oppression) enhance or hinder our abilities to work with diverse and disenfranchised groups. Students will also become more aware of the assumptions, biases, and prejudices that they hold towards other groups or their own group (internalized oppression), and how these influence their interactions with others, through conscious and unconscious beliefs, assumptions, emotions and behaviors.

8. Recognize that this learning is continuous. We will develop methods for continuing this life-long process of recognizing our biases, learning how to change our oppressive behaviors, and building a more socially just multicultural society—both professionally and personally.

Relationship of the Course to Four Curricular Themes

SW 709 Fall 2011 Crider Syllabus Page | 4 • Multiculturalism and Diversity will be fundamental to this course. Students will develop a clear understanding of multiple social identities (i.e., race, class, gender, sexual orientation, religion, age, ability status, age), as well as an understanding of the many ways that our multiple identities intersect to create diverse identity groups. Moreover, students will consider ho these multiple identities create challenges and opportunities in diverse settings for practice.

• Social Justice and Social Change will be central themes in the study of dialogue facilitation skills for multicultural social work practice. Special emphasis will be given to studying how dialogues can be used to interrupt oppression and work for social change and social justice through alliance and coalition building across differences.

• Promotion, Prevention, Treatment, and Rehabilitation will be addressed through application and discussion in this course. Students will learn how multicultural practice skills can be applied to their field of practice interests and how cultural competence enhances the capacity of diverse groups being able to access the services and programs they need in culturally relevant forms.

• Behavioral and Social Science Research will comprise many of the course readings and will provide a foundation for learning the theories, frameworks and models of social identity development, intersections of multiple identities, intergroup relations, difference/dominance dynamics, cycles of oppression, and cultural competence methods.

Relationship of the Course to Social Work Ethics and Values This course will address the social work ethics and values from the NASW Code of Ethics, including the social work values of social justice, the importance of human relationships, and competence (in multicultural practice), as well as the ethics related to cultural competence and social diversity (1.05) and to social and political action (6.04). This course develops multicultural competency skills to work with disenfranchised and oppressed groups in culturally competent ways and to address social injustice due to discrimination and oppression. Training in dialogue facilitation promotes sensitivity to and knowledge about oppression and cultural diversity, as well as increases the personal and group capacity to work for social and economic equality and justice around differences in race/ethnicity, gender, culture, religion, sexual orientation, and ability status. This course also addresses the social work value of the importance of human relationships through developing skills in dialogue and alliance building across differences, which both foster intergroup relations and support the belief that relationships between and among people are an important vehicle for social change. Finally, this class supports social work ethics that social workers should obtain education about and seek to understand the nature of social diversity and oppression (1.05) and that social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of difference, while working for equity and social justice for all people (6.04).

Grading/Course Requirements This is a graded, 3-credit, course. Students will be graded on the assignments described below. The following guidelines and descriptions are intended to help you meet the expectations for the assignments. A major part of your grade for written assignments is based on your clarity, thoughtful reflection, and thoroughness. All written assignments should be carefully proofread for typos and clarity of content. A paper with lots of errors is difficult to read and will be marked down. All assignments should be double-spaced, using 12-point font and 1-inch margins. Please turn in all written assignments on time, at the start of class on the due date. Having assignments in on time will assist me in reading and grading them in a timely manner. An assignment will be marked down 1/3 of a letter grade for each day it is late. Exceptions will only be made for extreme circumstances. If you expect that you are going to be late turning in an assignment, please discuss this with me as soon as possible. I recommend that you anticipate surprises and start your assignments well in advance of the due date.

Grades will be assigned along the following scale: 100-98 A+ 89-87 B+ 79-77 C+ 69-60 D

SW 709 Fall 2011 Crider Syllabus Page | 5 97-94 A 86-83 B 76-73 C 59 and below F 93-90 A- 82-80 B- 72-70 C

Assignments & Grade Breakdown

1. Attendance and Participation (20%)

Attendance and participation in all class sessions are critical for the learning process in this course. For this reason, students are expected to attend all class sessions. One point out of a possible 10 will be deducted for each missed class. Exceptions will only be made for emergencies and extreme circumstances. It is the responsibility of the student to contact the instructor and arrange for missed material.

Readings for each class session will be assigned from the course texts. Your participation will be impacted by how extensively you are prepared to discuss the readings in class. We will explicitly draw on readings in class discussions and in dialogic practice, so please come prepared! This class works best when we are committed to our own learning, as well as the learning of our peers. I will expect that we will all will hold ourselves and one another accountable for our individual and collective learning.

I am open to incorporating and sharing additional resources that are useful—so if you find good readings, pass them on and we can make them available to the class as well! 

Required Texts: Adams, M., Bell, L. A., & Griffin, P. (2007). Teaching for Diversity and Social Justice, 2nd Ed. Routledge.

Adams, M., Blumenfeld, W. J., Castañeda, R., Hackman, H. W., Peters, M. L., & Zuñiga, X. (2000). Readings for Diversity and Social Justice. Routledge.

These texts are available for purchase at Common Language Books, 317 Braun Court, Ann Arbor, MI 48104 in Kerrytown (see directions at: http://glbtbooks.com/). These texts are also on reserves at the library. Additional copies are available at the IGR Library, which is located at the Office for Intergroup Relations, just above Starbucks on South University. If you find it difficult to get ahold of these texts for any reason (money, not enough copies, etc.), please let me know, and we will work something out!

Additional readings will be available to you on C-tools. Go to www.ctools.umich.edu and click on the SW 709 F11 tab.

2. Journal Entries (20%)

In order to deepen your learning process throughout this course, I want you to spend some time reflecting on the class discussions and the readings by writing in a bi-weekly journal. It should serve as a log of your own experiences and reactions to the class exercises, discussions, readings and assignments, with special attention and reflection given to how your identities and knowledge/experience around oppression may be shaping your reactions and learning process.

You will be required to turn in a 2-3 page, typed, double-spaced journal entry every few weeks. (See course schedule for due dates.) You are encouraged to write on your reflections over the past weeks. These will not be graded for where you are in your learning process—everyone will learn differently. Instead, they will be graded for completeness, depth of insight and self-reflection, and incorporation of and connection to readings and classroom activities/discussions. Journals will be given a score on a 10-point scale, and your grade for the journals will be the average score over the three journals. Clarity and careful proofreading are necessary for full points. Unless you have discussed extenuating circumstances with me in advance, late work will be marked down one-third of a letter grade for every day that it is late.

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3. In-Class Practice in Dialogue Facilitation (20%)

Each student will have an opportunity to facilitate (with a peer) an in-class exercise and subsequent dialogue once during the semester. 20% of your grade will reflect your plan, execution of, and thoughtful reflection on this facilitation session.

Many of our activities will require that we work in smaller groups throughout the semester. In particular, students will sign up in groups of 4 during the third week of class for the topic area they are interested in facilitating. These students, in pairs, will assume responsibility for about one hour and 15 minutes of class on the day that their issue topic is scheduled. Student will deliver an activity related to the issue (shorter activities are highly recommended) and facilitate dialogue following it. Students will develop a plan with the instructors and are strongly encouraged to use the Adams, Bell & Griffin text as a resource. If special resources or space is necessary, you need to let me know as soon as possible. An additional 30 minutes will be allocated for classmates to provide students with feedback on their facilitation in a fishbowl format.

Students are expected to turn in a facilitation plan one week prior to the activity. The facilitation plan should be a minimum of two pages and include the goals and objectives of the activity and subsequent dialogue, details of what you plan to do and the steps you will be taking, how long you expect each activity to take, the logistics of your plan (who is doing what), key issues for the dialogue, and potential questions that might arise. One plan is due per facilitation pair.

A 3-5 page self-assessment of your plan and your experience will be turned in the week following your facilitation. The self- assessment should include not only your own critical assessment of how you did, but what you thought you did that was useful, what was not so useful, what you might have done differently, and areas you would like to grow. You should explicitly reference the handouts, text, and readings to identify how the facilitation experience reflects the principles of dialogue, facilitation, and social justice education in general. This reflection is more than your opinion—it should demonstrate your knowledge of dialogic principles and your commitment to growth in your facilitation skills. This assignment’s grade will be based on the clarity and thoroughness your self-assessment as well as connections to readings and resources. One reflection is due per individual.

A template for both the facilitation plan and the reflection are available on the course’s ctools site.

4. Out-of-Class Observation Exercise (15%)

Each student will observe at least one group that is facilitated outside of class. We will look out for opportunities for this, but you should be able to find plenty of opportunities on campus or in the community. You should attend/participate in the group and make note of the setting, the facilitation style, things you thought the facilitator did that was useful or not useful, your own experience as a member of the group, your observation of other group members, and of course the content of the group. The group should be related to diversity and social justice in some capacity. Because I want you to reflect on facilitation and interaction among group members, lectures will not be a good fit for this assignment—but you could attend anything from facilitated discussion to an actual dialogue or workshop on diversity and social justice. Following your attendance of this group, you will write up a 3-5 page summary, detailing your observations, and reflecting on what you thought went well, what could have been improved, and what you learned. You will be expected to connect your observations and reflections to course materials, readings and in-class experiences. This assignment is due in class the week after your observation. This assignment’s grade will be based on clarity, thoroughness of your observations, insightful reflection, and connections to readings and resources.

5. Taping Project (25%)

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This assignment allows you to conduct an initial assessment of your own ideas, experiences and expectations about dialogue work. In order to do this project, you will need an interview guide (provided in class and on ctools), a tape recorder, and a blank tape of at least 90 minutes length. Please feel free to use any audio recording device, as long as you can use it again later. Tape recorders are available for use through the University library, and through the School of Social Work facilities. Please let me know if you need assistance locating a tape recorder.

The taping project builds on several elements that are important in dialogue. (1) It allows you to tell your own story in relation to the questions provided. You can, therefore, keep a recorded entry of your thoughts and feelings at a particular moment in time. (2) It embraces the idea of praxis—that is, continuous action and reflection. We are continually in the process of weaving more threads into our stories with different interactions, experiences and reflections. Thus, a taped story at one moment in time allows for reflecting back and charting your knowledge, skills and awareness development at another point in time. A final written assignment will ask you to reflect on your initial taping, allowing you to chart your learning process with particular attention to growth and development factors in doing social justice-oriented work. Instructions for the final paper will be provided later during the course.

Additional policies and course-related notes

Communication I am available over email from 9-5 Monday through Friday. I will almost always respond within twenty-four hours. However, be warned that email may or may not be checked regularly on weekends. When writing, please include SW 709 in the subject line. Feel free contact me to make appointments outside of office hours.

Academic Dishonesty Any case of plagiarism or other academic misconduct will be reported to the dean, and may result in failing the course. For information on what constitutes academic misconduct, please visit: http://www.ssw.umich.edu/studentGuide/2011/page.html?section=14.01&volume=1

Accommodations I want to make this class work for you! Please see me outside of class or email me if you require accommodations for learning disabilities, religious practices, physical requirements, medical needs, or any other reason. I am always happy to discuss your experiences in, and reactions to, this class. Please let me know if there is anything I can do to enhance your learning.

One final note: I’m fine with food in class—but please clean up after yourself!

SW 709 Fall 2011 Crider Syllabus Page | 8 Weekly Schedule & Course Outline

In order to prepare students to facilitate intergroup dialogues, attention must be given to both content and process issues. In addition to group facilitation skills, dialogue facilitation requires us to reflect on our own experiences with oppression and privilege and to be prepared for issues that often arise given the emotional and controversial nature of social justice issues. This course is structured to provide opportunities for us to engage with activities and readings designed to stimulate dialogue and increase our consciousness related to power issues. These shared activities will also serve as examples for us to illustrate and practice skills for facilitating intergroup dialogue.

Week/Date Readings Topics/Agenda Assignments due

Week 1 Ctools Opening (Introductions, getting Catch up on September 8, 2011 Huang-Nissen: “Defining the to know each other, setting the reading!  Principles of Dialogue” (1999) tone) (Note: Readings will Schoem: “Intergroup Dialogue: Logistics (Syllabus, Assignments, be posted to ctools Democracy at Work in Theory and Texts & Readings, Groups) site on Friday, Sept Practice” (2001) 9) Guidelines, Learning Objectives Zúñiga: “Dialogue groups: An & Psychological Safety innovative approach to multicultural learning” (1993) Hopes & Fears

Dessel, Rogge, & Garlington: “Using intergroup dialogues to promote social justice and change” (2006)

Nagda, Zúñiga, & Sevig: “Bridging difference through intergroup dialogues” (1995)

Goodman: “Perspectives on Individual Change and Development” (2001)

“Safety and comfort in dialogue and co-learning” (handout in class & on ctools)

Learning edges & comfort zones (handout in class & on ctools)

Week 2 Adams, Bell, & Griffin – Chapters 1-3 Check in & Announcements Sealed tape due at September 15, 2011 beginning of class Adams, Blumenfeld, et al – Chapters Liberationist Pedagogy 1-3

Week 2 con’t Ctools Dialogue, Discussion and Johnson: “Getting Off the Hook: Debate Denial and Resistance” (2006)

SW 709 Fall 2011 Crider Syllabus Page | 9 Conflict & Resistance Goodman: “Understanding Resistance” and “Preventing and LARA Reducing Resistance” (2001)

“Banking vs. Liberationist Pedgagogy” (handout)

“LARA and Empathy” (handout)

“Responding to Triggers” (handout)

“Speech as Non-violent Action” (handout)

Additional non-required readings and resources on non-violence are listed on ctools site

Week 3 Adams, Bell, & Griffin – Chapters 5, Check in & Announcements September 22, 2011 16 Video: Last Chance for Eden Adams, Blumenfeld, et al – Chapters 4-6 Debrief observations & reactions

Ctools Sign up for In-class Facilitation Young: “Five Faces of Oppression” Schedule (1990)

Hill Collins: “Toward a Politics of Empowerment” (2000)

Week 4 Adams, Bell, & Griffin – Chapters 4, Check in & Announcements JOURNAL 1 DUE September 29, 2011 17 online by 2pm Intergroup Process Friday, Sept 30 Adams, Blumenfeld, et al – Chapters (stages/phases) 7-12 Facilitation Skills Ctools (Defining the role of facilitator, Banks: “Diversity within unity: setting personal goals, tips, Essential principles for teaching and practice) learning in a multicultural Society” (2001)

“Facilitator Resource Guide” (handout)

“Multipartiality” (handout)

Week 5 Adams, Bell, & Griffin – Chapters 6-7 Check in & Announcements October 6, 2011 Adams, Blumenfeld, et al – Chapters Activity & Dialogue: 13-20 Student In-class Facilitation on Race/Ethnicity Ctools

SW 709 Fall 2011 Crider Syllabus Page | 10 Jones: “A Gardener’s Tale” (2000)

Martinez: “Seeing More than Black and White” (2004)

Week 6 Adams, Bell, & Griffin – Chapters 11- Check in & Announcements October 13, 2011 12 Activity & Dialogue: Adams, Blumenfeld, et al – Chapters Student In-class Facilitation on 21-31 Religion/Spirituality

Ctools Major world religions (website resource)

Dalrymple: “Islamophobia” (2004)

Schlosser: “Christian privilege: Breaking a sacred taboo” (2003)

Maoz: “An Experiment in Peace: Reconciliation-aimed workshops of Jewish-Israeli and Palestinian youth” (2000)

Week 7 Adams, Bell, & Griffin – Chapters 8, Check in & Announcements JOURNAL 2 DUE October 20, 2011 10 online by 2pm Activity & Dialogue: Friday, Oct 21 Adams, Blumenfeld, et al – Chapters Student In-class Facilitation on 32-45 Gender

Ctools “Defining Sex, gender and sexuality” (website resource)

T-girl Blogger: A Genderbread person (website resource)

Mottet: “Who are Transgender People? The Basics” and “The First and Most Critical Step: A Policy of Respect for Transgender People New York” in Transitioning Our Shelters by the National Coalition for the Homeless and the National Gay and Lesbian Task Force (2003) Week 7 con’t Feinberg: “Are you a guy or a girl?” (from Stone Butch Blues) (1993)

Lombardi: “Gender Violence: Transgender Experiences with Violence and Discrimination” (2001)

McPhail: “Questioning Gender and Sexuality Binaries: What Queer

SW 709 Fall 2011 Crider Syllabus Page | 11 Theorists, Transgendered Individuals, and Sex Researchers Can Teach Social Work” (2004)

New: “Oppressed and Oppressors? The Systematic Mistreatment of Men” (2001) Week 8 Adams, Bell & Griffin – Chapter 9 Check in & Announcements Remember to do October 27, 2011 your out-of-class Adams, Blumenfeld, et al – Chapters Activity & Dialogue: observation if you 46-59 Student In-class Facilitation on haven’t already! Sexual Orientation Ctools Conley: “Mistakes That Heterosexual People Make When Trying to Appear Non-Prejudiced: The View from LGB People” (2001)

Maran: “Bi as I wanna be (with apologies to Dennis Rodman)” (1997)

Kosberg: “Heterosexual Males: A Group Forgotten by the Profession of Social Work” (2002)

Rust: “Bisexuality: A Contemporary Paradox for Women” (2000)

Week 9 Adams, Bell, & Griffin – Chapters 8, Check in & Announcements November 3, 2011 10 Activity & Dialogue: Adams, Blumenfeld, et al – Chapters Student In-class Facilitation on 32-45 Ability

Ctools Baynton: “Disability and the Justification of Inequality in American History” (2001)

Schriner: “Disability and institutional change: A human variation perspective on overcoming oppression” (2001) Week 10 Adams, Bell, & Griffin – Chapter 14 Check in & Announcements JOURNAL 3 DUE November 10, 2011 online by 2pm Adams, Blumenfeld, et al – Chapters Activity & Dialogue: Friday, Nov 11 60-72 Student In-class Facilitation on Class Ctools Megivern: “Supposed to know better: On accepting privilege” (2005)

Richardson: “Sticks and stones”

One additional reading TBA.

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Week 11 Adams, Bell, & Griffin—Chapter 13 Check in & Announcements November 17, 2011 Adams, Blumenfeld, et al – Chapters Activity & Dialogue: 73-85 Student In-class Facilitation on Ageism/Adultism Ctools Ageism (handout)

Nelson: “Ageism: Prejudice against our feared future selves” (2005)

McMullin: “Diversity and the state of sociological aging theory Adultism” (2000)

Dittman: “Fighting Ageism” (2003)

Week 12 No readings due THANKSGIVING BREAK Remember to do November 24, 2011 No class! your out-of-class observation if you haven’t already! Week 13 Ctools Check in & Announcements December 1, 2011 Edwards: “Aspiring Social Justice Ally Identity Development” (2006) Where to go from here? Allyhood, Activism & Coalition Hirsch-Dubin: “Phoebe Web guide building for social justice” (Center for Teaching for Social Justice at Santa Kinds of citizens Barbara, CA) Social Action Love: “Developing a Liberatory Consciousness” (2000) Reflections for continued growth

Spencer: “A Social Worker’s Reflections on Power, Privilege, and Oppression” (2008)

Week 14 No readings due  Check-in & Announcements Turn in Stage 3 of December 8, 2011 taping assignment Closing activities

Potluck

Evaluation

Additional Suggested Readings

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Adair, M., & Howell, S. (1991). Weaving new ties. Breaking old patterns and weaving new ties (pp. 14- 30). San Francisco: Tools For Change.

Apfelbaum, E. (1979). Relations of domination and movements of liberation: An analysis of power between groups. In W. G. Austin & S. Worchel (Eds). The social of intergroup relations (pp. 195-204). Monterey, CA: Brooks/Cole.

Andersen & Hill Collins, P. (1998). Race, class, and gender: An anthology. Wadsworth.

Bidol, P. (1986). Interactive communication. In P. Bidol, L. Bardwell, & N. Manring (Eds). Alternative environmental conflict management approaches: A citizens’ model (pp. 205-209). Ann Arbor, MI: School of Natural Resources, .

Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.

Goodman, J. (2001). Promoting Diversity and Social Justice: Educating People from Privileged Groups. Thousand Oaks: Sage.

Johnson, A. G. (2006). Privilege, power, and difference. New York: McGraw-Hill.

Judit (1987). Alliances. In Juanita Ramos (Ed.). Companeras: Latina Lesbians (pp. 245-246). New York: Latina Lesbian History Project.

Lorde, A. (1993). There is no hierarchy of oppressions. In J. Andrzejewski (Ed.). Oppression and social justice: Critical frameworks (pp. 281-282). Needham heights, MA: Ginn Press.

Lorde, A. (1984). The transformation of silence into language and action. Sister outsider: Essays and speeches (pp. 40-44). Freedom, CA: The Crossing Press.

Luft, J. (1982). The Johari window. In L. Porter & C. R. Mill (Eds). Reading book for human relations training (pp. 205-209). Arlington, VA: NTL Institute for Applied Behavioral Science.

McIntosh, P. (1992). White privilege and male privilege. In M. L. Andersen & P. Hill-Collins (Eds). Race, class, and gender: An anthology (pp. 70-81). Belmont, CA: Wadsworth Publishing Company.

Orbe, M.P. and Harris, T.M. (2001). Interracial Communication: Theory into Practice. Belmont, CA: Wadsworth.

Porter, L. Giving and receiving feedback; It will never be easy, but it can be better. Reading book for human relations training (pp. 42-45).

Ray, R. G. (1999). The facilitative leader: Behaviors that enable success. Upper Saddler River, NJ : Prentice Hall.

Reagon, B. J. (1983). Coalition politics. In Barbara Smith (Ed.). Home girls: A black feminist anthology (pp. 356-368). New York: Kitchen Table/omen of Color Press.

Schoem, D. and Hurtado, S. (2001). Intergroup Dialogue: Deliberative Democracy in School, College, Community, and Workplace. Ann Arbor, University of Michigan Press.

Stephan, W. G., & Stephan, C. W. (2001). Improving intergroup relations. Thousand Oaks: Sage. Washington, J., & Evans, N. J. (1994). Becoming an ally. In Adams, Brigham, Dalpes, & Marchesani (Eds). Social diversity and social justice (pp. 123-127). Iowa: Kendall/Hunt Publishing.

SW 709 Fall 2011 Crider Syllabus Page | 14 Zinn, H. (1980). The People’s History of the United States. New York: Harper and Row.

Zúñiga, X., & Nagda, B. (1993). Dialogue Groups: An innovative approach to multicultural learning. In Schoem, Frankel, Zuniga, & Lewis (Eds.). Multicultural Teaching in the University (pp. 233-48). Westport, CN and London: Praeger.

This syllabus and course outline for Training in Intergroup Dialogue Facilitation: Skills for Multicultural Social Work Practice” was adapted by Sara Crider from Mike Spencer’s course “Training in the Methods and Process of Dialogue Facilitation” at the University of Michigan’s School of Social Work. The original course was based on examples and models from similar courses offered through the Program on Intergroup Relations, formerly the Program on Intergroup Relations, Conflict and Community at the University of Michigan (developed by Ximena Zuniga, Todd Sevig, Ratnesh Nagda, Monita Thompson, Teresa Graham-Brett and Charles Behling, Ruby Beale, Jackie Simpson) and through the University of Washington School of Social Work (developed by Ratnesh Nagda).

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