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DIALOGUE FOR RECIPROCITY

DIALOGUE FOR RECIPROCITY. Diane Maodush-Pitzer Danielle Lake. GETTING STARTED…. 1.Please introduce yourself & then answer the following: 2. Why do you value community engaged teaching? 3. What challenges have you faced/do you foresee when students work with community partners?

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DIALOGUE FOR RECIPROCITY

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  1. DIALOGUE FOR RECIPROCITY Diane Maodush-Pitzer Danielle Lake

  2. GETTING STARTED… 1.Please introduce yourself & then answer the following: 2. Why do you valuecommunity engaged teaching? 3. What challengeshave you faced/do you foresee when students work with community partners? -------------------------- “Anytime you are going to do community engagement it starts with listening – if we don’t start there, we are in trouble.”

  3. OBJECTIVES

  4. REFLECTIVE DIALOGUE Explores underlying causes & assumptions – Frame problem SUSPEND “Listen w/o resistance” CONVERSATION “to turn together” DELIBERATION “to weight out” GENERATIVE DIALOGUE New insights, Ingenuity, creativity DEFEND “to ward off” -- Modified from William Isaac’s Dialogue and the Art of Thinking Together, 1999

  5. What is dialogue?

  6. RECIPROCITY • Are we talking ‘at’ or ‘with’?

  7. TEACHINGDemocratic Thinking & Action

  8. Example one:Viewpoint Learning Ground rules • Speak only for yourself, not as a representative of any group • Treat everyone as an equal: leave role, status, and stereotypes at the door • Be open and listen to others even when you disagree • Search for assumptions • Look for common ground • Keep dialogue and decision-making separate http://www.viewpointlearning.com/about-us/ground-rules-for-dialogue/

  9. PARTICIPATORY VIRTUES

  10. Experimentalism

  11. Example 2: World café

  12. STUDENT OWNERSHIP • USE EXPERIENCE: • Asks students to engage in an experience • OBSERVE & REFLECT: • Requires students to carefully observe and reflect on the experience from multiple perspectives • INTEGRATE & CREATE: • Requires students integrate observations with course content and develop concepts/theories/hypotheses about the issue • EXPERIMENT & REVISE: • Asks students to put their theory/hypothesis to the test and reflect on what they’ve learned by doing so • See examples 5, 6, & 7

  13. begin with values We cannot engage genuinely in dialogue when we ignore our “lived experiences,” our feelings, our “vulnerability and anger,” and “the body that carries these feelings and experiences” (FreemaElbaz-Luwisch, 2004, p. 9, 13). Begin with Values Acknowledge the views present

  14. COMMON GROUND??? The area “between” Can we find common ground with others? Yes • Parker Palmer, Healing the Heart of Democracy PRO-LIFE? PRO-CHOICE? PRO-DIALOGUE • http://www.onbeing.org/program/pro-life-pro-choice-pro-dialogue/4863/audio?embed=1

  15. THE ART OF THINKING TOGETHER • William Isaacs, 1999

  16. ENCOURAGE A RIGHT TO DISAGREE “Protecting our right to disagree is one of democracy’s gifts, and converting this inevitable tension into CREATIVE ENERGY is part of democracy’s genius” (9).

  17. CREATIVE TENSION • Tension = a condition to be relieved • Stress • Ill health • Reduce • eliminate • Tension = a productive energy • “Stress of being stretched by alien ideas, values, and experiences” (13).

  18. Open listening • RESPECT different perspectives, cultures, and professions, • RESIST privileging one above another, • RECOGNIZE the role of conflict, • INTEGRATE insights from different perspectives into a plausible explanation.

  19. FACILITATION TOOLS PROCESSES, FORMATS, & TOOLS DELIBERATIVE DESIGN • Town hall meetings, • National Issues forums, • Consensus Conferences, • Planning Cells, • citizen juries, • online dialogues • participatory policy • action research • T-charts, • Decision Matrixes, • Force-field Analyses, • Bridge Building, • Mind Mapping, • Zig-Zag Decision Making • Etc.

  20. Example 8TEAM PERFORMANCE MODEL

  21. JUDGING DELIBERATIONSIX ESSENTIALS Reasoned opinion expressed References to external sources articulated Expressions of disagreement given Equal levels of participation Structure and topic cohere Engagement between participants Jennifer Stromer-Galley (2007). “Measuring Deliberation’s Content: A Coding Scheme.” Journal of Public Deliberation. 3 (1): 1-12.

  22. Discussion audit Revised from Brookfield & Preskill(2005)

  23. PROBLEMS BENEFITS DELIBERATION Procedural Ethical “Group Think” “Cascade effects” Reinforce extremism Reinforce social bias Challenge narrow perspectives Community involvement in community problems Co-create transformational solutions & innovative policy

  24. YOUR TURN Consider how you might design an activity (or assignment) for one of your own courses that utilizes any of the recommendations given.

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