In the context of increasingly polarized learning environments, facilitating meaningful dialogue in classrooms can be a daunting task. Yet, without facilitated, accountable spaces for collaborative learning, we risk depriving students of critical skill-building opportunities.
The strategies here are offered for educators navigating various educational objectives. Your course learning objectives may directly involve high-stakes social issues, or you may be committed to carving space for critical dialogue as a foundational skill for disciplinary learning. Some may be bracing for the unexpected, knowing that difficult conversations and moments can arise at unpredictable times.
In offering these strategies, we also acknowledge that every interaction happens in context. Both learners and educators face various risks in the classroom which will resonate differently depending on our location within broader institutional and social structures. For educators who hope to engage in classroom dialogue but have concerns about implications not explored here, we encourage you to connect with available resources for further support.
What is Accountable Space?
When approaching dialogue from the framework of accountability (Ahenkorah, 2020) the goal is not to present unfeasible guarantees of safety from discomfort or expectations for bravery that can inequitably impact marginalized people. Instead, the goal is to create a space for critical reflection and dialogue rooted in expectations of personal accountability. This means that all participants are asked to be accountable for our behaviours, contributions and impact, as well as our reactions.
How do we Support Accountability in Classroom Dialogue?
Works Cited
Ahenkora, E. (2020). Safe and Brave Spaces Don’t Work (and What You Can Do Instead). Medium. https://medium.com/@elise.k.ahen/safe-and-brave-spaces-dont-work-and-what-you-can-do-instead-f265aa339aff
Ferguson, Ge and Schwartz (2023). Managing Difficult Conversations in the Classroom. Toronto Metropolitan University, Centre for Excellence in Teaching and Learning. https://docs.google.com/document/d/16Gd33ayi0DlLUzvbe7puVsukWIdbeZDKQdlyt3rbfKA/edit
Haslam, R.E. (2019). Interrupting Bias: Calling Out vs. Calling In. Seed the Way LLC. http://www.seedtheway.com/uploads/8/8/0/0/8800499/calling_in_calling_out__3_.pdf
Holman, F., & Mejía, E. (2019). Safe Spaces, Brave Spaces and Why We Gon’ Be Alright — City Bureau. City Bureau. https://www.citybureau.org/notebook/2019/12/19/safe-spaces-brave-spaces-and-why-we-gon-be-alright
Creating Discussion Guidelines. (n.d.). UC Berkeley Graduate Student Instructor Teaching & Resource Center. Retrieved October 16, 2023, from https://gsi.berkeley.edu/gsi-guide-contents/discussion-intro/discussion-guidelines/
Resources
Creating Discussion Guidelines. (n.d.). UC Berkeley Graduate Student Instructor Teaching & Resource Center. Retrieved October 16, 2023, from https://gsi.berkeley.edu/gsi-guide-contents/discussion-intro/discussion-guidelines/.
Difficult Dialogues National Resource Center. (2020). Strategies for challenges in dialogue facilitation. https://d3n8a8pro7vhmx.cloudfront.net/ddnrc/pages/20/attachments/original/1603824545/Strategies_for_Dialogue__%285%29.pdf?1603824545
Getting Started with Establishing Ground Rules: Center for Teaching Innovation. (n.d.). Cornell University Center for Teaching Innovation. Retrieved October 16, 2023, from https://teaching.cornell.edu/resource/getting-started-establishing-ground-rules.
Howard, Jay. (2019) “How to Hold a Better Class Discussion.” The Chronicle of Higher Education. https://www.chronicle.com/article/how-to-hold-a-better-class-discussion [Excerpts]
Inclusive Teaching Forum: Discussion Guidelines. (n.d.). Columbia University Center for Teaching and Learning. Retrieved October 16, 2023, from https://teaching.cornell.edu/resource/getting-started-establishing-ground-rules.
Merculieff, I. & Roderick, L. (2013). Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education. Anchorage, AK: University of Alaska Anchorage. https://ctl.oregonstate.edu/sites/ctl.oregonstate.edu/files/stop_talking_final.pdf
Singleton, G. & Linton, C. (2006). Courageous Conversations About Race: A field guide for achieving equity in schools. Thousand Oaks: Corwin Press Inc. Adapted by Angela Brown, VSB Anti-racism & Diversity Consultant https://arts-campout-2015.sites.olt.ubc.ca/files/2016/10/Courageous-Conversations-Angela-Brown.pdf
University of Michigan Center for Research on Learning & Teaching. (n.d.). Responding to difficult moments. https://crlt.umich.edu/multicultural-teaching/difficult-moments
University of Michigan Center for Research on Learning & Teaching. (n.d.) Guidelines for Discussing Difficult or High-Stakes Topics:
https://crlt.umich.edu/publinks/generalguidelines
University of Chicago Center for Teaching. Worksheet for Facilitating Difficult Conversations: https://assets-global.website-files.com/5c23cdd2fd28a72b1aec9b41/5def96e341c66046299a2f23_UofC_IT-Worksheet_DifficultDiscussions-Dec2019.pdf