Talking Circles on Race & Racism by Multicultural Resource Center

F O R M O R E I N F O R M AT I O N : M u l t i c u l t u ral R e s o u r c e C e nt e r Fabina Colon, Director 615 Willow Avenue Ithaca, New York 14850 (607) 272-2292

Funded in part by

Talking Circle Founder & Project Editor: Au d rey C o o per Graphic Design: A ri E vergreen Photography & Video: S h ira E vergreen

Evaluation Dr. Sean Eversley Bradwell & Dr. Belisa Gonzalez

ÂŠ MRC 2015

About the Principal Investigators Sean Eversley Bradwell is an Assistant Professor in the Center for the Study of Culture, Race and Ethnicity at Ithaca College. Dr. Bradwell has research and teaching interests in race theory, educational policy, and hip hop culture. His scholarly work addresses issues of race and power in U.S. society. He and his partner Nicole have lived together in Ithaca since 1995. Since 2009, Dr. Bradwell has also served as an elected member of the Ithaca City School District Board of Education. At the time of data collection, he had not participated in Talking Circles.

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Belisa Gonzalez is an Associate Professor in Sociology at Ithaca College. Dr. Gonzalez has lived and worked in the Ithaca community since August of 2007. She is an expert in the area of race and ethnic relations in the U.S. and social inequality more generally. Her scholarly work is more specifically focused on intergroup relations between people of color. She is also well versed in qualitative data collection and analysis. Her most recent scholarly work investigated Mexican and Dominican middle class immigrants’ experiences with discrimination in Atlanta. At the time of data collection she had not participated in Talking Circles. Dr. Gonzalez is also a member of the Dorothy Cotton Institute Steering Committee.

Multicultural Resource Center — Talking Circle Program

Introduction The gym was loud. It was more than just the magnifying echo of poor acoustics. There was a seething energy in the room – equal parts anger and frustration. Racial tensions and acts of racism were not new to the community. There had been many forums, panels, rallies and protests. Still, this particular forum was organized to be a dialogue. It was not. Politicians and elected officials sat on the stage. Audience members expressed necessary outrage, but it was not a dialogue. And it was certainly not a dialogue about race, racism, or community. It was after this forum – probably during this forum - that Audrey Cooper, as director of the Multicultural Resource Center in Ithaca, NY, became fully committed to creating a proactive conversation on race and racism for her community. The idea had been percolating some time but there was a new urgency to be preemptive with conversations about race rather than waiting for the next “new” incident to spark a community crisis. Ms. Cooper had previously contacted Kirby Edmonds and Laura Branca of TFC, Associates, to discuss the possibility of a community wide dialogue.

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Together, Ms. Cooper, Ms. Branca and Mr. Edmonds decided that the goals of the Talking Circles would be to provide people “with opportunities for self-reflection, sharing experiences, and influencing each other’s perspectives and attitudes.”1 The initial goal was to create a safe place where public figures, gatekeepers, and community members could “be real” and not have to maintain their public or organizational ‘faces’. The result was a format that would bring small, multiracial groups together to engage in semi-structured dialogues around race and racism. Can community members have an honest and frank conversation about race and racism? What are the impacts of honest and frank conversations about race and racism? Is the elimination of structural racism linked with our ability to talk about race and racism? These were some of the underlying questions that drove this evaluation. In the end, our goal was to assess whether Talking Circles increased awareness of race and racism among participants; influenced participants’ antiracist behavior; and investigate the relationship between Talking Circles and dismantling structural racism. What follows in this report are the major findings and suggestions that arise from our analysis of various data sources. As background, we offer a short description of the Talking Circles design and a brief overview of our research methodology. Three additional sections conclude the report: a section that examines Talking Circles’ relationship to dismantling structural racism; another section commenting on Talking Circles’ ability to promote racial healing; and concluding remarks. 1

Multicultural Resource Center (MRC). “Talking Circles on Race and Racism – How to Build a Program.” (2012), p. 3. Evaluation

Background On Talking Circles Talking Circles on Race and Racism are frank, facilitated dialogues with racially diverse participates structured to provide an opportunity for self-reflection and sharing of personal experiences with racial identity, race and racism. The first Talking Circles were held in the Spring of 2007 in the midst of what a local newspaper would later describe as “one of the worst racially charged messes in school district (and area) history.”1 As of December 2014, roughly 50 Circles have been conducted throughout the Ithaca community. This includes approximately 400 unique participants throughout Tompkins County.2

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Design of Talking Circles The design of Talking Circles includes participating in five (5) facilitated twohour sessions. Normally, these sessions occur once a week for five consecutive weeks. Facilitators guide participants through a series of discussion questions and exercises designed to encourage reflection and sharing. A description of Talking Circles taken from an early grant application contains a concise outline of the Talking Circles design. Each Talking Circle group meets for two hours per week for five weekly sessions, and is comprised of sixteen to twenty racially diverse people. We recruit participants from the larger community via networking, outreach at events, and email. We strive to create a balance of white folks and people of color, as well as taking into consideration gender and economic class in order to ensure that the discussion involves people with many different life experiences.3 As Talking Circles developed and grew, one of the key aspects of the design was to reach a broad range of community members. Still, most of the emphasis was placed on racial diversity, which often translated into balancing Talking Circle’s white participants and people of color participants. The original design of Talking Circles included a three-session program. Participants and facilitators quickly determined that three sessions were not enough time and a recommendation arose to add additional sessions. Additionally, Talking Circles were originally modified from pre-existing “study circles”. A key distinction between the Talking Circles and the study circles is the use of and reliance on outside readings. As the name suggests, study circles focus on the “study” and discussion of assigned readings. While there are readings available and associated with the Talking 1 2 3 4

”ICSD legal challenge”. Ithaca Journal. (25 October 2007). These numbers are calculated from a review of the unique participants listed in the participant database provided by the Multicultural Resource Center. It is acknowledged that the database is incomplete and may not capture all participants. Multicultural Resource Center (MRC). Talking Circles on Race and Racism. Ben and Jerry’s Grant Application. 2009, p. 1.

Multicultural Resource Center — Talking Circle Program

Goals of Round One Talking Circles From grant applications and information from facilitators, the stated goals of Round One Talking Circles are to increase the level and quality of conversation about race and racism in the Ithaca community. Round One Talking Circles are specifically designed to provide a supportive environment where participants can engage in open and honest dialogue in order to raise awareness and share experiences with race and racism. Round One Talking Circles are not designed to leave participants with specific action plans, but rather a better understanding of how conceptions of race are infused in society. As quoted from the previously mentioned grant application, Round One is about dialogue and providing “a safe space” for participants “to deepen the level of our community-wide conversations on race.”4 Goals of Round Two Talking Circles Round Two Talking Circles are the result of participant feedback and participant demand for “next steps”. There are several differences between Round One and Round Two Talking Circles. However, the most obvious difference is that Round Two Talking Circles are focused “more explicitly on healing from racism and taking direct action to combat racism.”5 Round Two participants are drawn from the pool of Round One participants who express an interest in moving beyond “the talk”. Round Two Talking Circles also include Circles organized around a specific topic or shared identity. For example, there has been a Round Two Talking Circle for white allies as well as a Round Two Circle for people of color. There has also been Round Two Talking Circles focused on intersectionality. Whether general or focused, Round Two Talking Circles are designed to encourage antiracist actions.

4 5

Multicultural Resource Center (MRC). Talking Circles on Race and Racism. Ben and Jerry’s Grant Application. 2009, p. 1.

Multicultural Resource Center (MRC). Talking Circles on Race and Racism. Ben and Jerry’s Grant Application. 2009, p. 1-2. Evaluation

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Circles, they are optional and thus do not play a central role in the dialogue. The creators decided that there should be a blended approach between teaching and dialogue sessions – with an emphasis towards dialogue. This is to say that the facilitators are charged with not only providing relevant information to contextualize what is being said but also encouraging increased participation and conversation. In doing so, the facilitators must create a space for dialogue that does not turn the meeting time into a training session or workshop, while still providing pertinent information in order to raise awareness during key learning moments.

METHODOLOGY

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To assess the effectiveness of Round One Talking Circles on Race and Racism, we adopted a mixed methods approach to data collection. We began with a document review that included an examination of Talking Circle grant proposals, facilitator guidebooks, year-end reports and paper evaluations from Round One and Round Two participants. These paper evaluations include numeric results as well as written comments capturing participants’ assessments immediately upon completing their Talking Circle. An example of this evaluation is found in the Appendix (see Appendix A). Our primary sources of data included interviews with the creators of Talking Circles (7 executive interviews); a group interview with Talking Circle Facilitators (14 facilitators); and interviews with Round One and Round Two Talking Circle participants (29 participant interviews). Our first interviews were conducted with the creators and designers of the Talking Circles. These “executive interviews” lasted, on average, 90 minutes to 120 minutes. We also conducted a group interview with Talking Circle facilitators. Of the 34 invitations, 14 facilitators were able to participate in the 3-hour group interview. Lastly, we used snowball sampling to identify 29 Talking Circle alumni to interview. Participant interviews lasted between 60 minutes to 120 minutes. All interview were recorded and transcribed. In order to make the data manageable, we limited our interviews to participants who took part in Round One Talking Circles from their start in 2007 to December of 2012. Because there were fewer Round Two Circles, we did not limit our sample to a particular timeframe. We initially attempted to separate Round One and Round Two data collection, but quickly realized that participants who had been through Round Two, also wanted to discuss Round One. All interviews were conducted according to an interview protocol developed by the co-principal investigators (see Appendix B). In preparation for data collection and analysis, we researched relevant literature on dialogue-based approaches, structural racism, anti-racism and racial healing. The interview questions were specifically designed to address the evaluation questions outlined in the Kellogg grant (see Appendix C) as well as to triangulate information gathered in the paper evaluations. Additional questions for the interview protocol were developed in consultation and collaboration with the creators of the Talking Circles and facilitators who participated in the group interview. Our last data source comes from an online survey sent to all Talking Circle alumni who provided an email at the time of their participation. Duplicates from the participant database were deleted and efforts were made to edit obvious errors in email addresses. In total, 306 emails were sent directly to participants. The response rate to the survey was 34% with a completion rate of 67%. In total, 103 alumni 6

Multicultural Resource Center — Talking Circle Program

responded to the survey. The results of this report include those who completed the survey (71) plus those who partially completed the survey (32). The interview transcripts, the transcribed paper evaluations and the qualitative survey comments were entered into the qualitative software management tool, MaxQDA. Codes were generated from the grant evaluation questions, literature review, and from the data. After all the documents were coded, we used tools in MaxQDA to review transcript segments assigned to the same codes (e.g. awareness or behavior). Through this process we were able to identify patterns in the data. Once a pattern or findings was identified, we chose representative quotes to best illustrate each finding. In order to protect the identity of our respondents, we refer to each by a pseudonym and we purposefully withhold demographic information whenever such information could compromise respondent anonymity.

Our typical Talking Circle respondent is a white woman between the ages of 45-69 with a Masters degree and an annual household income above the national and Tompkins County median of $51,017 and $51,393 respectively.1 She was likely recruited to participate in Talking Circles by a friend or through email. Our interview sample is similar to that of the survey sample (see demographic information below). Given reports from Talking Circle interviews and comments from the online survey noting both the disproportionately high number of women as well as white participants in the Talking Circles, we can reasonable assume that the sample population for the online survey are generally representative of the larger Talking Circle participant population. In order to get a broader range of experiences while maintaining a representative sample, we purposely oversampled people of color and men for our participant interviews. The charts and graphs below offer additional insight into interview respondent, survey respondent and Tompkins County resident demographics. Figure 1: Race Demographics for Survey Respondents, Interview Respondents, and Tompkins County (NY) Residents

U.S.Census Bureau. 2013 QuickFacts. <http://quickfacts.census.gov> (12 May 2015).

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Respondent demographic summary:

Figure 2: Gender Demographics for Survey Respondents, Interview Respondents, and Tompkins County (NY) Residents

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Figure 3: Percentage of Population by Level of Education for Survey Respondents, Interview Respondents, and Tompkins County (NY) Residents

Figure 4: Annual Medial Household Income for Survey Respondents, Interview Respondents, and Tompkins County (NY) Residents

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

Figure 5: Age Range for Survey Respondents, Interview Respondents, and Tompkins County (NY) Residents

Like all studies, the evaluation of Talking Circles on Race and Racism has its limitations. For example, we were unable to measure and/or collect data on the impact of Talking Circles on community attitudes and behaviors. To do so adequately would have been a much larger undertaking than current resources and time allowed. Therefore, we make only limited claims about the impact of Talking Circles at the community level. Additionally, sufficient investigation into the impact of Talking Cirlces on structural racism requires a longitudinal study and a team of researchers. An effective evaluation would map employment and organizational affiliations; track policy decisions from conception through implementation; analyze public minutes and voting records; collect institutional and community data; analyze city and county judge rulings; and the numerous additional steps needed to appropriate examine the dismantling of structural racism on a community level. Without these steps, making definitive claims is not prudent. Another limitation of the evaluation is the result of our sampling method and the population demographics of Talking Circle participants. Our sample has an overrepresentation of people with high socio-economic status and educational attainment. While our sample is representative of the Talking Circle alumni population, the almost complete exclusion of respondents without at least a college degree or who make less than $25,000 is problematic (See Figures 3 and 4). Reasons for this under-sampling include the demographics of the Talking Circle participant population and the reliance on email to recruit and schedule interviews. Unsuccessful efforts were made to contact participants who started Round One Circles but who left early. Comments from executive interviews, participant interviews Evaluation

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Limitations of Talking Circle Evaluation:

Findings This section contains a discussion of the major findings from our analyses of multiple data sources (see Methodology). Each of the findings represents patterns in the data. In addition to the analysis of qualitative data, we also provide patterns that emerged from quantitative data gathered through evaluations and an online survey. We include visual representations of these data and, whenever possible, used direct quotes from participants to illustrate our findings. All interview participants are referred to by pseudonyms and we purposefully withhold demographic information about respondents whenever such information could compromise respondent anonymity.

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1. PARTICIPATION IN TALKING CIRCLES INCREASED AWARENESS OF RACE AND RACISM One of the key findings from the evaluation of Round One and Round Two Talking Circles on Race and Racism reveals that participation in Talking Circles increased individual’s awareness about race and racism. Figure 6: Question: “Talking Circles Helped Me to Understand Race and Racism”

Multicultural Resource Center — Talking Circle Program

Figure 6 and Figure 7 illustrate survey responses regarding the impact of Talking Circles on participants’ understanding of race and racism. Participants were asked to indicate their attitudes toward a statement on a scale of strongly disagree to strongly agree. The majority of respondents “agreed” or “strongly agreed” that Talking Circles have “helped me understand race and racism” (77%, Figure 6) and that participation in Talking Circles “challenged my assumptions about race and racism” (63%, Figure 7). During participant interviews and in short answers to the online survey, numerous respondents commented that the “increased awareness,” was the most effective part of Talking Circles. Given the patterns across our data sources, including paper evaluations, we conclude that Talking Circles have had a strong impact on participants’ understanding of race and racism. Just as important as the overall increase in awareness about race and racism, are the various types of awareness participants reported. One survey participant noted, “[Talking Circles] brought me [an] awareness that racism exists everywhere and affects everyone and I am responsible for doing something to help eliminate it.” Steve, a white respondent, gave the following response to the question, “How have the Talking Circles impacted your life?”: It changed a certain level of awareness … We [white people] live in very separated groups and while I have many acquaintances of other races … the circles I’m in are mostly white and so it was an opportunity to meet some people of color that I wouldn’t have otherwise met and a couple of those relationships have continued. Another white respondent, Michael, stated the following in response to the question, “Can you tell me about one of your ‘takeaways’ from the Talking Circles?” It was a little bit eye opening to realize the level on which many Evaluation

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Figure 7: Question: “Talking Circles Challenged My Assumptions about Race and Racism”

white people are unprepared for the discussion [about race]. And I think that the reason why that was a surprise to me is that it’s not so true in most of the circles that I hang around in. Even though, they’re mostly white, but they’re used to challenging discussions. Answers such as these were replicated in our interviews and suggest that Talking Circles increase awareness on multiple dimensions and in ways that participants did not always expect. For example, Michael, who is quoted above, came away with an awareness that not all white people are equally prepared to have conversations on race and racism. While he stated his white friends are prepared to have conversations, he also seemed to have a false impression that all white people were engaged in discussions about race and racism. Another white respondent, Tom, became more aware of how much he still had to learn as a result of his participation in the Talking Circles. In response to the question “Why did you participate in the Talking Circles,” Tom states:

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I went into the first Talking Circle thinking that I had a whole lot to offer, probably that I knew more than a lot of white folks did about race and racism, and I went in with…the understanding that…I was all that and a bag of chips, [that] I was, probably going to be somebody who could…lend something to the conversation, and I believe I did, but the seminal moment was, it may have been the very first day of the first talking circle. [Friend’s name] and I went, we spent most of that day together, we were working, we went together to the Talking Circle…[friend’s name]…let loose a barrage of feelings about white people. How they suck, they have caused him such pain, such anguish, they don’t get it, they think they’re all that, they can all…go to hell, and I remember sitting there in that circle saying holy shit. This is one of my, for me, one of my best friends, a guy that I, that I know very well, that we see each other on the outside, we understand each other … the barrage, the feelings of, of being black in America were just stunning to me. And I felt like holy shit. I had no idea, no idea that I’d be sitting there in that circle feeling…and I felt man, I got to go back to the drawing board, cause I don’t know shit about shit. Tom is typical of a subset of people we interviewed who entered the Talking Circles believing they knew all there was to know about racism, only to realize they had a lot more to learn. Many people we interviewed attributed their new awareness to hearing people speak honestly about their experience with racism. A final example of this type of awareness comes from another white respondent, Lynda, who was surprised to learn that not all people of color understood how racism permeates everyday life. She stated: I think, some of the biggest surprises for me were my assumptions going in that people of color doing this already understood and that it was the white people there who were 12

Multicultural Resource Center — Talking Circle Program

gonna be doing the learning and that wasn’t the case. That people of color were on the spectrum, on the levels, you know, of understanding about their own racial identity and on how racism impacted them. White respondents more often discussed their “takeaways” as a shift in awareness, but it was not always an awareness that racism exists. Instead, many white respondents became aware of the multifaceted forms and effects of racism. As exemplified in the quote above, the increased awareness that white people experienced often included how much they and others, including people of color, still had to learn about racism. These different types of awareness are significant because they speak to the complex and interwoven elements of race and racism that are addressed in the Talking Circles. 2. TALKING CIRCLES IMPACTED PARTICIPANT’S BEHAVIORS

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Analyses of all our data indicate that Talking Circles had a positive impact on participants’ behavior. We asked participants to respond to a series of statements and questions about the influence of Talking Circles on their relationships and behaviors. Survey data revealed that on a scale of strongly disagree to strongly agree, the typical survey participant “agreed” that “Talking Circles have increased my community involvement” and “influenced my day-to-day interactions” (See Figure 8). Figure 8: Self-Reported Influence of Talking Circles on Changes in Behavior

Patterns in qualitative comments accompanying this portion of the survey suggest that “changes in behavior” generally take a couple of forms. Participants made regular comments that they no longer allow racist comments to go unchallenged and that they are more vocal with family and friends. In fact, numerous respondents discussed their increased willingness to engage in discussions – often difficult discussions -about race and racism. Evaluation

The excerpt below, from Leslie, is an example of changes in day-to-day behavior that many interview respondents attributed to their participation in Talking Circles. But one thing that I have changed is I don’t let racist comments go...when I hear somebody make at least the blatant ones, which I do. I hear black people are violent. I don’t get into a fight about it, but I never ignore it…I always at least say, I don’t agree. I think you’re wrong. Many of the respondents reported feeling compelled to interrupt racist dialogue. From the data, challenging racial comments when made in the presence of participants represents the most common “action” taken after participating in Round One Talking Circles. Other participants applied what they learned in the Talking Circles to address racialized acts. In the case of our next respondent, Avery, this meant calling into question the appropriateness of a racial image.

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A really good example that just happened was there was a new building that went up…and on the sign was a face of an Indian, a Plains Indian and the person who did that, the developer that owned the building, really felt as though he was being respectful and honoring the Senecas …. and so I said this is absolutely not acceptable … he was furious. I mean so angry with me but I was like I can’t back down on this stuff…those are the kinds of things that you know I’m not now afraid. I would have been a lot more timid to or I would have tried to maybe not face it as directly but I thought this. I’m doing it. The quote above represents the type of voice and action Talking Circle participants developed as a result of the Talking Circles, again speaking to interrupt racism. While we chose to highlight the story about the image because of its visibility, Avery also discussed taking several steps to create a more equitable work environment and actively encouraged colleagues to participant in the community screenings of the documentary film, Race: the Power of an Illusion (see section on Structural Racism). Nonetheless, while the removal of a racist image is a visible influence, a number of the changes that Talking Circle participants self-report are largely invisible but no less significant. In addition to reporting actions, some respondents reflected on the potential of the Talking Circles to affect individual behavior and by extension, institutions. Charles, an African American respondent answered a question about whether Talking Circles could eliminate racism with the following: I think the Talking Circles has the potential to have a positive impact on individual’s interactions with one another. And to the degree that those interactions allow individuals who had 14

Multicultural Resource Center — Talking Circle Program

that shared experience to walk away with a different lens or perspective and a consciousness that they can then utilize as they interface with others. … And then for those individuals who find themselves with that knowledge base…when … they are creating policy or they are implementing certain practices, if they can use that experience and that consciousness in ways that may cause them to write that policy different or to implement practices differently with a mindset of more of understanding and appreciative then maybe the institutional structures change and racism becomes less embedded in policies and practices because the individuals have changed.

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Several interview participants and survey respondents made inferences similar to Charles’ excerpt above. The general sentiment is that the Talking Circles are part of a larger web of social change that individuals can experience in order to work toward eliminating racism. While participants acknowledge the structural nature of racism, all who commented on the topic, saw the necessity and possibilities of individual shifts in behavior as part of a larger process towards the elimination of structural racism. For survey and interview respondents, these behavioral shifts start with shifts in awareness. Many of the participants who discussed their changes in behavior did so in reference to their own work in the Ithaca community. During our interviews participants repeatedly cited four examples of actions taken after participating in Talking Circles: United Against hate Campaign, Ithaca Times Letter Writing campaign, Family Advocacy Coalition for Equity in our Systems (F.A.C.E.S.), and Understand 2 Overcome (U2O). These examples of community organizing and anti-racist efforts as well as their impact are detailed in the section on Structural Racism. The examples of action are also illustrative of changes in participant behaviors and the role Talking Circles has played in changing the community conversation about race and racism. In short, participation in Round One and Round Two Talking Circles influenced behavioral shifts ranging from interpersonal behavior to getting involved in community wide antiracist efforts. 3. THREE ESSENTIAL FACTORS FOR A SUCCESSFUL TALKING CIRCLE Respondents cited three contributing factors to a successful Talking Circle experience: (1) hearing other people’s stories; (2) sharing stories in a multiracial group; and (3) good facilitation. All three of these factors made repeated appearances in participant evaluations and interviews. Additionally, in anonymous written evaluations as well as the survey, Talking Circle participants repeatedly made

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references to “dialogue with [a] mixed raced group,” “hearing other people’s stories,” and “amazing facilitators” as factors that made their Circle successful. Interview respondents regularly reported that hearing other people’s stories was one of the most powerful components of the Talking Circles. In response to a question about the relationship between Talking Circles and structural racism, Sarah, a white respondent, stated, I think it’s a great thing that [MRC Director] has generated…I think it’s a very, it’s a meaningful way for people to be exposed to other people’s truth, and to hear their own. Sometimes I think people are totally shocked when they…are forced to talk I mean are talking and then, and then you realize all kinds of stuff in the process of… opening your mouth, and sometimes you need help.

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In response to the question “What was most effective about this Talking Circle?”, sample comments captured on anonymous evaluations distributed after a Round One Talking Circle include statements such as, “Hearing other points of view opened my eyes to things I didn’t realize were happening or underlying reasons behind events/comments, etc.;” “Getting to hear from other, stories and truths;” and “Tough thoughtful participants with different life stories.” Similarly, in response to the same question, survey respondents stated “hearing people’s personal stories, sharing pain of racism;” “Just hearing the stories others tell is most moving for me” and “candid conversations in a safe space in a mixed race group.” As this last statement reflects, for many Talking Circle participants, it was not just hearing stories but it was important to hear stories from people with different lived experiences with race and racism. In fact, all of our data sources point to the importance of a mixed race settings. Participants regularly commented on the effectiveness of having a multi-racial or diverse group. In response to the question “What was most effective about this Talking Circle?” typical responses include: “That there were people from varied background;” “Having a balance of white people/people of color;” “The balance of whites and people of color seems important in filling out the dialogue/story;” and “Stories from people of color, esp [names of facilitators].” Similar responses showed up in the survey and include “Talking openly with people of different races and different backgrounds;” “The racial and economic mix of participants;” “intercultural/racial dialogue;” “Open listening to those of other color who’ve given the subject more attention than I” and “By far, listening to the experiences of the Circle members who were nonwhite.” Interview participants most often spoke about the importance of a mixed race setting by using memorable examples and their impact on the Circle. For example, Christina recalls a moment in her Talking Circle when a black man in her group was very honest about his experiences with racism in Ithaca. She goes on to describe the reaction of the group, 16

Multicultural Resource Center — Talking Circle Program

It was very uncomfortable for a lot of the white people in the room… In fact, I think someone said I didn’t even realize there was so much anger, why you had so much anger in you…I think there was confusion on why is he expressing all this anger, or there [was] disbelief that there actually is all this anger around race and racism and so I think it actually was a, great moment for, I think it was almost a gift to the people in the room, because they actually got to see the effects of racism to people of color and how it really had brought this man, broke this man down to such a raw state where he was so emotional, I mean he was sobbing.

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Christina’s statement is representative of many interview respondents who shared stories from their Talking Circles of the “gifts” or learning moments made possible by the mixed race dialogue. Finally, throughout the evaluations, surveys, interviews and informal conversations, it quickly became clear that the facilitators played a key role in the success of the Talking Circles. Regardless of a participant’s personal experience in the Talking Circles, an overwhelming majority had only positive comments about the facilitators. Representative comments from the survey and evaluations include: “The most effective part was that we had facilitators that challenged us to dig deeper and to continue to show up,” “Facilitators were amazing,” “Having group facilitators was key! Their energy and perspective kept the group going,” “Both listened actively, asked for clarification for both better understanding and to draw participants out” and “I have so much respect, and appreciation for all three of the facilitators. Having personal conversations with all of them inspired and engaged me. They give me hope and I admire their passion. I too am passionate and am going to work towards acknowledging race/racism/social justice (etc.).” Comments from interviews echoed these praises. The following quotes are all taken from responses to the question, “What role did the facilitators play in the Talking Circles?” I think, they did their jobs well. In terms of the scope of the conversations that we had, I think they were…very direct and they held people accountable to the things they were saying. So yeah, I thought that was good and…three of them were people of color, which is great to have facilitators of people of color and so, I…felt supported in that way a bit. (Loretta) So I thought that was…good…the facilitators themselves did a great job in helping people to understand the basic rules of confidentiality and safety and things like that. So I felt very comfortable in the environment. (Anthony) The main facilitators…they continually conveyed standards and prompts and suggestions so people wouldn’t get left out and other people wouldn’t be talking over. So, the environment I think, Evaluation

was conducive to the goal of having genuine and authentic, real conversation, both life experiences and how it’s being perceived and stuff like that. Q: And the role in facilitators in making that happen? Huge. I mean, setting tone, setting ground rules…Some of them may have sent emails to remind us and that kind of thing, but there was some clarity of structure. This is what we’re about. This is what we’re not about. So, that, that helped people know what they’re getting into and when there was wrinkles and bumps in the road I think, they stopped, they paused, how’s the group doing, kind of check in that way. So, it was, it was a fairly healthy, human paced...conversation as opposed to the agenda driven, wanna get to an end goal here or something like that. So, they, they used what was offered and kept, kept the learning going. (Chris)

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Having in this case two experienced facilitators of color I think I felt safe throughout the process and that helped with me as a person of color. And I think it is actually much harder. I might be bias because I am a person of color, but it might be harder for a person of color to participate in these types of discussion circles. (Gary) These quotes speak not only to the strength of Talking Circle facilitators but the variety of roles they play in the Circles. Among the qualities mentioned in these interviews were holding people accountable, keeping the group on track, and creating as well as maintaining a safe environment, particularly for people of color. There were a minority of respondents who believed that facilitation was important but who took issue with some facilitation methods. For example, in response to the question “What would make the Talking Circles’ dialogue more effective?”, one person responded: “Better facilitation that is more responsive to the needs and learning styles of participants. It sometimes felt as though the facilitators were lecturing the group rather than encouraging a conversation or drawing from the group’s own knowledge.” In this same section, another person wrote, “sometimes the facilitators seemed to want the ‘right’ answer.” Although such comments were uncommon, these types of comments are present in the evaluations and interviews. For example, Veronica describes her preferred method of facilitation as the following: I think that depending on facilitators, some really take it down a path where they have their own agenda, their own thoughts that they’re pushing and some organically let the conversation happen without necessarily shaping it other than keeping on topic. I think that the better facilitator of course is the one who allows for that organic development but still keeping us on track, as opposed to ... in fact I think something, what you just said is wrong, kind 18

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of thing. So, I’ve been in that situation before that I’ve seen that kind of take place and, and I was surprised that that’s how the facilitator reacted. From the data, we can see the power and influence of good facilitation. It bears repeating that the reviews of Talking Circles facilitation were overwhelming positive and the few critical comments point to the difficulty of facilitation.

As reported previously, several respondents stated that the most effective thing about the Talking Circles was the opportunity to have conversations in a mixed race setting. While both white and non-white participants made these statements, further analysis revealed that the statements regarding mixed-race dialogue groups had different meaning to different racial groups. In short, there were significant differences between the ways white participants and participants of color discussed experiences and “take-aways”. This conclusion is consistent across the main findings, however, it is much more prevalent in discussion of Round One Talking Circles. One of the most persistent differences in experience came from the expectations of what would happen during participation in the Talking Circles. White respondents revealed an expectation that they would “learn” from people of color. The following is a representative comment of a self-identified white participants to the survey question, “Why did you participate in Talking Circles?”: “I wanted to hear from those with more experience talking about racism, especially those who aren’t white like myself.” In response to a question asking participants to identify what do they remember most about Talking Circles, additional survey statements include, “Learning directly about the experiences and lives of local people of color” and “learning from black people’s direct experience.” A number of white participants stated that their desire to participate in Talking Circles was partly motivated by the opportunity to learn from people of color, in many cases, specifically black people. In response to the question “what was the most effective thing about the Talking Circles,” another white participant wrote, “The power of listening to POC [people of color] sharing the pervasiveness and impacts of racism in their daily lives.” Answering the same question, another survey respondent wrote the most effective part of her Talking Circle experience was, [A] woman of color sharing about a seemingly small day to day experience she has that victimizes her racially; whites trying to relate or help her feel better, caused her to cry and point out that Evaluation

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4. PEOPLE OF COLOR AND WHITE PEOPLE HAVE DIFFERENT EXPERIENCES IN THE TALKING CIRCLES.

it IS about race. Unfortunately she ended up in tears, but having a black person give an example and stick with it through our fumbling around. I REALLY appreciated that because I did learn a big lesson that I’ve seen all over the place, and caught myself thinking. The focus of this answer is on how much the respondent learned from witnessing a black woman share her experience and not abandon the Talking Circle process even when her experience was being diminished by white participants “trying to relate and help her feel better.”

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While the respondent acknowledges that ‘big lesson” came at a price (i.e. the process brought the black women to tears), the emphasis was what the respondent learned. This example highlights one of the inevitable realities of Round One Talking Circles – white participants regularly discussed learning from the painful experiences of people of color. This may explain why the most frequent comment among respondents of color was an assertion that their presence in the Round One Talking Circles was to “teach white people”. Participants of color did not agree to participate with the expectation that they would teach their white counterparts. However, most came away with the feeling that their purpose in the Talking Circles was to teach white people about racism. This finding was consistent across Round One and Round Two, although, as mentioned, much less prominent in discussions of Round Two. Respondents of color also expressed a belief Talking Circles were primarily designed to educate white people. For example, the following statement was part of a longer discussion with April about why she participated in the Talking Circles. I felt like people of color should be paid to go to Round One… I thought I was going for me, but what I realized is that I just kept listening to a lot of white people process how bad they felt about racism or feeling helpless or mystified. Like, oh my gosh, this happens to you and so…as white people get more aware of how… messed up things are then, they want to talk about it more, but I’m like can you go in a circle and talk to some white people…it’s like there’s all these traps. I just felt like we should be paid as people of color and then, they [MRC coordinators] would send out these notices like people of color, we need you people of color in the circle. I’m like, can there be a stipend? And so, I didn’t find I learned anything new. In this quote, April is clear that she 1) did not learn anything new about race or racism in the Round One Talking Circles and 2) felt like there was an undue burden placed upon people of color. She goes one step further by suggesting that participants of color should be compensated for their time in the Talking Circles. Lastly, April pointed to the continual call for people of color to participate in Round One Talking Circles.

Multicultural Resource Center — Talking Circle Program

Participants and facilitators of all represented races and ethnicities made references to these recruitment notices. Another respondent described a similar sentiment as Christina but goes on to discuss why she continues to support the Talking Circles despite the toll it takes on her and other people of color. I purposely don’t schedule anything right after because I know I’m going to be angry for a little while, and it’s going to take me a while again to get back into, you know everything is copasetic, everything is fine, you know wearing the mask that most people of color have to wear so. It takes a while to get it back on. Q: Do you warn people that that’s going to happen?

Christina expresses a similar view that people of color bear an undue burden in the Talking Circles. Yet, like most of our respondents of color, Christina describes an understanding of the necessity of such “exploitation.” Even though she leaves Talking Circles angry and warns other people of color about what they will experience in the Circles, she continues to recruit people to the Talking Circles and participant in them in the “hope [it] affects people of color’s lives and their quality of life here.” According to our executives interviews and interviews with white respondents, MRC has a waiting list of potential white Talking Circle participants. However, the organization has had to continually recruit people of color to participant in Talking Circles. There are two results of this “shortage” of people of color. First, some Talking Circles have been temporarily delayed in order to ensure a racial balance. Second, some people of color have been asked to participate in multiple Round One Talking Circles. This was also true of our interview sample. Of the 18 participants of color we interviewed, nearly all had been asked to participate in more than one Circle and all but a few had participated in two or more. Some of the respondents of color had participated in as many as six different Talking Circles. When asked about their “takeaways” from participation in Talking Circles, another commonly cited response for people of color was a realization that, while white racism is the most significant impediment to the elimination of structural racism, people of color also have “their own stuff” to deal with in relation to racism. For example, Charles responded this way to the follow-up question, “Is there anything that you took away from [Talking Circles]?”: That I have my own stuff to deal with. You know, my own anger to deal with and I just don’t deal with it. You know? And that’s part Evaluation

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A: Yes, especially people of color that, participate in it, because I do think that there’s a certain amount of exploitation that happens of people of color within this piece, but I understand the purpose behind it, and it’s almost like an inevitable side effect that happens, and like I sit in the seat and I definitely see that a lot of the work I do though ultimately I hope affects people of color’s lives and their quality of life here.

Structural Racism

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A 2004 report from the Aspen Institutes Roundtable on Community Change defines structural racism as the “subtler racialized patterns in policies and practices [that] permeate the political, economic, and sociocultural structures of America in ways that generate differences in well-being between people of color and whites.”1 If Talking Circles on Race and Racism single-handedly dismantled structural racism, the results of the dialogue-based model would have eliminated “the chronic gap between Americans of color and whites when it comes to jobs, housing, health, education, and other indicators of well-being.”2 Clearly, the existence of structural racism continues to plague communities across the nation and Ithaca, NY is no exception. Data indicators from several sources show wide racial disparities in the City of Ithaca and Tompkins County. Data from public schools on graduation and discipline rates reveal significant racial disproportionality.3 County health indicators report that black people experience a higher mortality rate; experience significantly higher asthma hospitalizations, and ultimately have shorter life expectancies.4 U.S. Census data indicates that Asian, Latino/a and Black residents are significantly more likely to be living below the poverty line (see Figure 9).5 Figure 9: Percentage of Tompkins County Residents Living Below the Poverty Line

1 2 3 4 5

Keith Lawrence, Stacey Sutton, Anne Kubisch, Gretchen Susi, and Karen Fulbright-Anderson. (2004, June). Structural Racism and Community Building”. Aspen Institute, p. 9. Ibid, p. 44. New York State Department of Education. New York State Report Cards 2013-2014. Retrieved from: http://data.nysed.gov/ enrollment.php?year=2014&county=61 (15 May 2015). Tompkins County Health Department. Community Health Assessment 2013–2017. Available from: http://www.tompkinscountyny.gov/files/health/pnc/cha/CHA-Tomp-2013-2017.pdf

U.S. Census Bureau. Table S1703; Selected Characteristics of People at Specified Levels of Poverty in the Past 12 Months 2009-2013 American Community Survey 5-Year Estimates. Generated by Sean Eversley Bradwell; using American FactFinder; <http://factfinder2.census.gov> (12 June 2015). Multicultural Resource Center — Talking Circle Program

Additionally, white residents remain under-represented in the population of incarcerated residents6 and significantly over-represented throughout law enforcement and the criminal justice system. Throughout New York State’s 6th Judicial District (including Tompkins County), all 47 or 100% of judges are identified as white.7 The Demographic Research Group’s creation of the “Racial Dot Map” displays notable racial residential segregation in city (See Figure 10).8 And lastly, a recent report from the Martin Prosperity Institute lists Ithaca, NY as the most segregated community in the nation for service-class workers (see Figure 11).9 Given that people of color living in Tompkins County are more likely to live below the poverty line (see Figure 9), one can assume that the segregation by socio-economic status closely resembles that by race.

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Figure 10: Racial Residential Segregation - Racial Dot Map (Ithaca, NY

SOURCE: Cable, Dustin. (2013). “Racial Dot Map.” Demographic Research Group: Charlottesville, VA: Retrieved from: http://www.coopercenter.org/demographics/ Racial-Dot-Map (12 May 2015).

6 7 8 9

Prison Expansion Fact Sheet.

New York State Bar Association. (2014). Judicial Diversity: A Work In Progress. Retrieved from http://www.nysba.org/judicialdiversityreport/ (31 October 2014). Cable, Dustin. (2013). “Racial Dot Map.” Demographic Research Group: Charlottesville, VA: Retrieved from: http://www.coopercenter.org/demographics/Racial-Dot-Map (12 May 2015).

Florida, Richard and Charlotta Mellander. (2015 February). Segregated City: the geography of economic segregation in American Metros. Martin Prosperity Institute: Toronto, Canada. Evaluation

Figure 11: Working Class Residential Segregation Index (Martin Prosperity Institute)

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SOURCE: Florida, Richard and Charlotta Mellander. (2015 February). Segregated City: the geography of economic segregation in American Metros. Martin Prosperity Institute: Toronto, Canada. A list of data points and metrics could probably continue for some time. However, whether talking about education, health care, criminal justice, employment, housing, or economics, there are persistent and often significant racial disparities between people of color and white people throughout the nation. Structural racism is far too large and complex a system for any one program to address. Thus, this report does not answer whether Talking Circles on Race and Racism dismantled structural racism. Rather, the evaluation investigated the relationship between the Talking Circles and structural racism. Stated differently, what is the relationship between Talking Circles and eliminating structural racism? Our assessment indicates that, while limited, Talking Circles can play a crucial role in dismantling the tentacles of structural racism. We argue that Talking Circles are an essential component of dismantling structural racism and are connected to a larger web of social change events designed to eliminate racism. The complicated connection between dialogue and the end of structural racism is not always realized, in part, because there are a series of variables that must be in place in order to promote structural change. Combating structural racism requires institutions and individuals to act differently and in coordination. Intentional changes in individual action require new knowledge and awareness. Intentional changes in collective action require shared knowledge and awareness. The colloquialism, “When we know better, we do better” is a key variable and assumption in the completion of this step-logic equation. As reported previously, we argue that Talking Circles on Race and Racism raises participants’ awareness and influences their behavior. The 24

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next step is the connection to the dismantling of structural racism. The examples below take investigate this equation and explore the elusive space between the end of structural racism and changes in individual and institutional behaviors and actions (See Figure 12).

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Figure 12: Assumptions of Dialogue to Awareness to Behavior to End of Structural Racism

Participants had their own ideas about the connection between Talking Circles and dismantling structural racism. Below, Sarah explains how she thinks Talking Circles have impacted the Ithaca Community. I think it’s a great thing that [MRC Director’s name] has generated. And…it’s [Talking Circles] not the end all and be all but…it certainly doesn’t structurally change things but I think it’s a very… meaningful way for people to be exposed to other people’s truth, and to hear their own. Sometimes I think people are totally shocked when they… are forced to talk - I mean are talking and then you realize all kinds of stuff in the process of, …of opening your mouth, and sometimes you need help. In this quote, Sarah stated that the Talking Circles do not make structural changes, but quickly added that they are meaningful. We argue that this meaningful dialogue, where people not only listen to other’s stories but can also tell their own, is directly connected to the “increase in awareness” our respondents report. Furthermore, that awareness is a crucial first step toward antiracist action, which we contend moves us closer to dismantling structural racism. Additionally, many of the decisions that uphold and dismantle “policies and practices [that] permeate the political, economic, and sociocultural structures of America”10 are made behind closed doors outside of public scrutiny. Thus, it is difficult to gather data on the individual actions (e.g. conversations, confrontations, 10 Keith Lawrence, Stacey Sutton, Anne Kubisch, Gretchen Susi, and Karen Fulbright-Anderson. (2004, June). Structural Racism and Community Building”. Aspen Institute, p. 9.

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questions, thought processes, etc.) that both uphold and challenge current institutions. Fortunately, we were able to gather data on some aspects of these processes as respondents recalled the ways the Talking Circles affected their behavior (See Findings). Our data indicate that increased awareness, can and in fact does change participant behavior. In examining the grey area between changes in behaviors and attempts to dismantle structural racism we discovered that the undefined space between requires a couple of factors. One of the key factors supported and expanded through participation in Talking Circles is the extension of an anti-racist network. Data collected from our interviews and survey indicate that participating in Talking Circles is likely to increase the amount of community involvement of its participants by (1) strengthening and extending an anti-racism network and (2) creating new opportunities to participate in anti-racist activities via Talking Circle Alumni. Figure 13: Self-Reported Influence of Talking Circles on Changes in Relationships

Many people commented on their surveys that becoming a part of the Talking Circle network made them aware of opportunities and/or pushed them to “get involved” in anti-racist community efforts. Additionally, Talking Circles expanded participant’s anti-racist networks through event attendance as well as the Talking Circle email listserve. Representative comments about increased community involvement include: “The listserv provides opportunities I wasn’t finding elsewhere,” “I attend community events that I would not have even known about before,” “I made friends and show up for them at events,” “I made a greater effort to go to community events,” “I became more connected with people in Ithaca,” and “[Talking Circles] heightened my participation in neighborhood events to connect with a broader cross-section of families.” Meeting people with similar interest and broadening one’s antiracist network were two additional reasons participants reported signing up for Talking Circles. 26

Multicultural Resource Center — Talking Circle Program

In addition to strengthening existing networks, Talking Circles also have the potential to extend the reach of antiracist networks to people who might not otherwise cross paths. As Maria, an interview respondent said, connections made in Talking Circles can be beneficial beyond introducing an antiracist framework. I know for a fact that…people’s networks get…widen and that’s the benefit of including both [race and], socioeconomic [diversity]… Because you start having those, for example, who might not have a job and are interested in I don’t know some profession that or career that somebody else is the director of, and maybe… those connections then get made and so…I think that’s important. Another respondent, Celia, stated: I guess when I think about the impacts to me it’s about relationships and stories and even now like, when I, I’m so grateful I did go through it because I’m part of a community and when I think about like acting and you know with folks at [name of an institution of higher education] I think about the community and the circle and the circle that the community’s created.

Evaluation

These two quotes are representative of interview respondents who reflected on the community and networks that were built through the Talking Circles. Celia even alludes to feeling accountable to the community that was built in her Circle. While not all respondents mentioned the Talking Circles as increasing their own community and/or networks, the majority of interview and survey respondents agreed that Talking Circles provided the potential for doing so. While structural racism remains present in Tompkins County, Talking Circle participants and alumni have engaged in a number of antiracist actions directly confronting structural racism. A listing and short description of four collective actions is listed below. These are presented as representatives of the types of larger antiracist organizing that occurred as a direct result of participation in Talking Circles. These four are also the most commonly referenced throughout our data. · United Against Hate Campaign – After three racist messages were left on the answering machine of a local community center, the “United Against Hate” was

Image 1:United Against Hate (Poster) Evaluation

suggested and organized by a Talking Circle participant using the Talking Circles email listserve. As stated on the Multicultural Resource Center website, “The person who suggested the idea gathered input from others on the list to come up with the phrase and designed a poster. The poster was distributed through list-serves and was hosted on the Ithaca Journal website (in its December 1, 2009 edition) along with t he statement of intent below. That weekend, over 1,000 posters were downloaded from the Journal site alone. Before long, posters were showing up in home and car windows all over Ithaca.” The website goes on to say, “The ‘United Against Hate’ campaign is a way for people to push back against this trend and be visible in opposition to racist intimidation.”

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· Ithaca Times Letter Writing Campaign – On December 8, 2010, The Ithaca Times published an editorial titled “$175,000 is Too Much.” The editorial was a reference to the salary of the newly appointed Ithaca City School District (ICSD) Superintendent, Dr. Luvelle Brown. Brown was hired in the aftermath of racial tensions throughout the district and the editorial included the line, “To the school board: Please, please, don’t tell us you bent over backward to hire this guy just because he’s black.” In response, numerous Talking Circle alumni organized a letter writing campaign. As Dr. Sofia Villenas writes, “This opinion piece drew community outrage. In the seven letters to the editor that were published on 15 December 2010, the editorial was referred to as ‘racist’, ‘race-baiting’, ‘offensive’, and ‘unacceptable’.”11 The following week, the Ithaca Times issued an apology for publishing the editorial. All seven letters were from Talking Circle alumni. · Family Advocacy Coalition for Equity in our Systems (F.A.C.E.S.) – F.A.C.E.S. began as a follow-up to the Round Two Talking Circles. The Multicultural Resource Center (MRC) originally sponsored this group in order to provide a facilitated space for parents and caregivers to have dialogue specifically focused on how racialized systems affect the lives of children. Every participant of this group is a parent or caregiver of a child of color. The group continued to meet well after the completion of their Circle.

· Understanding 2 Overcome (U2O) – U2O was formed by a group of Ithaca community members, all of whom had participated in Round One Talking Circles. The group came together in the spring of 2013. U20’s first major campaign was to organize several community-wide screenings and facilitated discussions of the three part series, Race: the Power of an Illusion. More than 1000 community residents participated in a film screening over a three-week period during the spring of 2013. This was in addition to the screenings that took place at Ithaca High School, Cornell University, Loaves and Fishes, Ithaca College, churches, public libraries and classrooms. The group has also organized at least one follow-up social event for people who viewed the film and wanted to know how to get more involved. The screenings have exposed thousands of Tompkins County residents to some conversations about race and racism.

United Against Hate, Ithaca Times Letter Writing Campaign, F.A.C.E.S. and U2O were all designed to make change at the community or structural level. Each serves as an example of the way Talking Circles have affected the Ithaca conversation about race and racism at the community level (Understanding 2 Overcome, United Against Hate 11 28

Villenas, Sofia A, and Sophia L. Angeles. “Race Talk and School Equity in Local Print Media: the Discursive Flexibility of Whiteness and the Promise of Race-Conscious Talk.” Discourse: Studies in the Cultural Politics of Education. 34.4 (2013), p. 511. Multicultural Resource Center — Talking Circle Program

Campaign) and specifically addressed at least two key institutions: schools (F.A.C.E.S.) and media (Ithaca Letter Writing Campaign). While participants acknowledge the structural nature of racism, all who commented on the topic, saw the necessity and possibilities of individual shifts in behavior as a necessary component of the process to eliminate structural racism. As described by respondents, the elimination of structural racism must necessarily begin with increased awareness and shifts in individual behaviors. Here, we repeat a statement from Charles, who captured this idea it particularly well

Image 2 – Understand to Overcome (U20) Poster

while discussing the potential impact of Talking Circles.

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I think the Talking Circles has the potential to have a positive impact on individual’s interactions with one another. And to the degree that those interactions allow individuals who had that shared experience to walk away with a different lens or perspective and a consciousness that they can then utilize as they interface with others. … And then for those individuals who find themselves with that knowledge base… when … they are creating policy or they are implementing certain practices, if they can use that experience and that consciousness in ways that may cause them to write that policy different or to implement practices differently with a mindset of more of understanding and appreciative then maybe the institutional structures change and racism becomes less embedded in policies and practices because the individuals have changed.

Racial Healing After the mass killing of nine black churchgoers inside the oldest African Methodist Episcopal church in the South, President Obama spoke passionately about racism as “a blight that we have to combat together.” Comedian John Stewart put his jokes aside and somberly reminded his audience of the nation’s “gaping racial wound”. As we remember the murder of Vincent Chin 30 years earlier, the sexual violence against indigenous women, and recall the events of the recent past in McKinny, TX, or Ferguson, MO or Los Angeles, CA or Baltimore, MD, it is all too clear that there is plenty of racial pain and racial injury.

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Still, it remains difficult to tease out the effectiveness of Talking Circles to promote racial healing. One of the challenges for the principal investigators is that in the literature, and in our extended conversations, we continue to encounter the use of “end of racism”, “racial equity” and “racial healing” as synonyms. This interchanging of terms, as well as other phrases, presents a challenge as we have tried to operationalize our terms and analyze the interview data. Further complicating this operationalization of racial healing is the lack of a consistent definition in the literature. Mauren Walker defines racial healing as the “structured sharing of information and personal experiences to help alleviate racial conditioning.”1 Sharon E. Davis states that racial healing “gets enough people ready in heart, mind, and spirit to change the structures and requires personal reflection.”2 And Harlon Dalton writes that the purpose of racial healing is “to transform the meaning of race.”3 While the definitions share basic approaches, the concept becomes hard to operationalize and “measure” particularly when racial healing is regularly substituted with “racial equity” or “ending racism.” When interview participants were asked to describe their understanding of “racial healing”, their responses varied greatly. During executive and participant interviews, only one respondent used the term healing to describe the effect of the Talking Circle prior to the interview question on racial healing. We see this as a signal that participants may not frame their experience in Talking Circles around ideas of healing or racial healing. Below are just a few examples of the many ways Talking Circle participants defined and discussed racial healing.

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My spin is the racial healing that whites go through is to work through that white privilege and work through the guilt and work through all that stuff and that would be their racial healing, where do they fit in, what can they do, what do they do that they Walker, Maureen. When Racism Gets Personal: Toward Relational Healing. Wellesley, MA: Stone Center for Developmental Service and Studies, Wellesley College, 2001, p. 73. Davis, Sharon E. “The Oneness of Humankind: Healing Racism Today.” Reclaiming Children and Youth. 18.4 (2010): 45. Dalton, Harlon L. Racial Healing: Confronting the Fear between Blacks and Whites. New York: Doubleday, 1995, p. 101. Multicultural Resource Center — Talking Circle Program

shouldn’t do, what, precepts, concepts and misconceptions do they have that they can, they can turn around and help work to turn around. The racial healing and again I’m not black…but I would assume that the black racial healing is a much different thing and it’s probably much more individual even from black to black than from white. I think that with the white racial healing it, it, a huge piece of it is that, to work through the guilt and the white privilege. (Ruth) I just think of Stevie Wonder. You know, and I think of Stevie Wonder after 9-11 hit, he sung his song. After Whitney Houston died, at her funeral, he sung this song and the song is ‘Love is in Need of Love Today’ and to me, that’s what racial healing has to be about. You know, it’s gotta be this love. And I’m not saying that going out and preaching love, but there’s something in that song that racial healing is a part of as well, I think. You know, it’s something that we all need, you know, in terms of level of acceptance that has to be there and a difference and appreciating that difference. (Charles)

Evaluation

While respondents comment on the general idea of racial healing, it was frequent to hear comments about “love” in response to the “injury”, “insult” and “disease” of racism. The next quotes are in responds to the question, “What role do you think Talking Circles play in racial healing?”: I think the talking circles role is creating that safe space and having well trained and well skilled facilitators and administrators to help guide along in that process to make sure that everybody has that comfort level to grow in the process. Talking Circles I would say have been quite successful in doing that. (Gary) I think that witnessing effect is phenomenal. I mean I really think that people of color hearing from white folks confess what they normally will never confess in a general social kind of interaction or even in friendships that have been ongoing for a long time… And then conversely for the white folks I think the testimonies of people of color’s experience of violence, discrimination, undermining, minimizing, gets them to really feel that pain in a real way as opposed to in an abstract way. And that’s, for me, the beginning of the confrontation that, you know that the white folks need to, need to kind of start looking at. (Shannon) We use these quotes as representative examples of the variety of responses participants gave in reference to racial healing. In Gary’s quote, the respondent sees the role of Talking Circles as creating a safe place for people to grow. It would appear that this participant is using “growth” and “healing” as synonyms, since the answer is given in response to a question about racial healing. Similarly, Shannon focused her Evaluation

attention on the space that the Talking Circles create for “witnessing” each other’s stories. For this participant, it appears, that healing begins with the sharing of stories. Another key difficulty in assessing racial healing revolves around the different experiences between white participants and participants of color (see Findings section). As previously discussed, there is an unintentional and unequal expectation of labor (i.e. white participants learning from participants of color). This also means there is an imbalanced of racial healing, where some expect to be healed, while other participants are expected to serve as healers. Due to the fact that our respondents define racial healing in such different ways and there is no consistent definition in the literature, it is unclear what role the Talking Circles play in promoting racial healing at a larger community or structural level. If we accept that racial healing and racial equity are synonyms, then we can assert that Talking Circles promotes to racial healing. We can also say that the work Talking Circles has inspired to dismantle structural racism helps to create healthier communities.

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Conclusion / Summary

Conclusion — Major Findings

1. Participation in Talking Circles increased awareness of race and racism. 2. Participation in Talking Circles impacted participant’s behaviors. 3. There are three essential factors (good facilitation, stories, interracial groups) for an effective Talking Circle 4. People of color and white participants have different experiences in Talking Circles.

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In short, our findings from an analysis of evaluation, survey and interview data indicate that Talking Circles on Race and Racism increase participant’s awareness of race and racism; positively impact participants’ community involvement, day-to-day interactions and relationships with own and other racial groups. These changes in behavior ultimately strengthen and extend anti-racist and community networks. We also identified three key factors necessary for an effective Talking Circle, (1) hearing other people’s stories; (2) sharing stories in a multi-racial group; and (3) good facilitation. Additionally, data suggest that people of color and white people have significantly different experiences in the Talking Circles. Those differences seem to stem from white participants’ expectations that they will “learn from” people of color. Finally, respondents report more satisfaction

after participating a focused Round Two Talking Circle. In addition to investigating the effectiveness of the Talking Circles to increase awareness on race and racism, we also explored the relationship between Talking Circles and eliminating structural racism. Our assessment indicates that, while limited, Talking Circles can play a crucial role in dismantling the tentacles of structural racism. Data indicate that Talking Circles are part of a larger web of social change events designed to eliminate racism. Talking Circles alumni have created and participated in many community level and countless private interactions specifically intended to disrupt racism. Finally, our conclusions about the connection between racial healing and Talking Circles remain elusive (see Figure 12). One of the challenges is that in our extended conversations, we continue to encounter the use of “end of racism”, “racial equity” and “racial healing” as synonyms. Further complicating the operationalization of racial healing is the lack of a consistent definition in the literature. Regardless, respondents believe that Talking Circles promote racial healing, even if they can not agree on what that means. The general sentiment of our respondents in response to questions about racial healing and the Talking Circles more generally, is that Talking Circles are an invaluable asset to the Ithaca community. Evaluation

Appendix A: Copy of Participant Paper Evaluation Event/Location: Dates: We appreciated working with you and will use this information to improve our process and service in the future. Thank you for your time and attention. Please check the box which matches your rating. Your comments are welcome. 1. The stated objectives were met (from session one). Comments ...

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6. The length of the session was appropriate for the content. (If not, was it too long___? Too short___?) Comments ...

1 2 3 4 5 6 7

7. Facilities (cleanliness, temperature, lighting, refreshments, etc.) Comments ...

1 2 3 4 5 6 7

8. Materials (easy to understand, well-organized, reference value). Comments ...

1 2 3 4 5 6 7

9. Overall rating

1 2 3 4 5 6 7

What was most effective about this talking circle?

How could this talking circle have been more effective?

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

Appendix B: Copy of Interview Guide and Protocol Talking Circle Participant Interview Guide SECTION I - Background 1. How did you first hear about the Talking Circles? 2. Why did you participate in a Talking Circle? SECTION II – Experience Now I am going to ask you a few questions about your experience in the Talking Circle. 3. What were your assumptions going into the TC/What did you think they were about? a. Did your assumptions align with the reality? 4. Do you remember the stated purpose of the TC? What was it? a. Do you think the TC accomplished that stated purpose?

Evaluation

5. How would you describe the environment of the TC? a. Was the environment safe and open? b. How important was it to have a safe environment/ Did you feel comfortable participating/sharing in the TC? c. What about TC made you comfortable or uncomfortable? 6. What do you remember most about the dialogues of your TC sessions? 7. Do you remember the racial/gender breakdown of your TC? a. Did you think it was well balanced? b. How did the facilitators gather your information to make sure that the Circles was balanced? 8. Without using names, can you describe the most memorable moments of the TC? 9. What was most effective about the TC? 10. What would you change about TC?/What would make the TC dialogues more effective? 11. What role do you think the facilitators played in the TC? b. Were they effective? c. Was there anything they should/could have done to be more effective? 12. In retrospect, what do you wish you had known before going into the TC? SECTION III – Impact 13. Can you tell me about one of your “take-aways” from talking circles? 14. What are some other ways that TC have impacted your life? d. Community involvement? Evaluation

e. day-to-day interactions? f. changed your relationships? g. Have you taken an action or actions as a result of your participation? 15. Was your experience in TC significant? If so, in what ways? 16. What did you “learn” by participating in the TC? 17. What new insights from TC? What influences on your attitudes? On what or how you think about racism? Or race? 18. Since participating in TC, how have your conversations / dialogues about race changed? d. Changed or challenged assumptions? e. Willingness to dialogue? f. Awareness? 19. Has TC helped you to better understand race and racism?

Evaluation

20. Have you recommended and/or recruited others to participate in TC? 21. Do you think that the TC benefit the Ithaca Community? How? 22. Do you think the TC help eliminate racism? How? 23. If someone asked why they should join a talking circle, how would you respond? SECTION IV – Racial Healing 24. If someone were to ask you to explain “racial healing” what would you say? 25. Do you think it is achievable? 26. What role do you think the TC play in achieving RH? 27. What would be an indicator to you that others in your TC had made positive shifts in their racial healing? WRAP UP 28. Given your involvement, and if you were trying to evaluate Talking Circles, what question would you ask alumni / participants? 29. Is there anything else you would like to tell me about your experience in the Talking Circles? 30. Do you have any questions for me?

Multicultural Resource Center — Talking Circle Program

Appendix C: Kellogg Foundation â&#x20AC;&#x201C; Evaluation Questions

Annual Narrative Report Guidelines

Evaluation Questions:

Evaluation

1. To what extent did project participants increase awareness and/or change their behaviors to promote racial equity in the community? Please describe the impact of the racial dialogue on community attitudes and behaviors. 2. How effective were Talking Circles as a strategy for promoting racial healing and dismantling structural racism? Please describe efficacy assessment methodology used and findings obtained.

3. Please describe any opportunities to promote racial equity in the community that arose from implementing the Talking Circles strategy. Also, describe any challenges or â&#x20AC;&#x153;lessons learnedâ&#x20AC;? about limitations to the Talking Circles strategy as a mechanism for racial healing and/or dismantling structural racism.

Evaluation

Evaluation 38

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

Building the Program Audrey J. Cooper, Laura Branca & Kirby Edmonds

ÂŠ MRC 2015

Building the Program

Building the Program is the first portion of MRC’s prototype; this section was prepared during the first year of our WKKF grant and addresses the many considerations that go into establishing a Talking Circle on Race and Racism TM Program. Some of the introductory material that follows reflects the numbers of Talking Circles and participants as of 2013, and that program evaluation of community impacts was underway at that time but would not be completed until 2015.

Table of Contents:

Introduction -Purpose of Talking Circles on Race and Racism™

-Kinds of Circles

-Initial Results

Chapter One: Background and History -What Multicultural Resource Center did to get the program started -Role of TFC Associates as an External Consultant -Training Volunteer Facilitators -Community Impact Chapter Two: Finding a Home for the Program -Mission Alignment

Round 1

-Credibility and Relationship to the Community -Marketing the Program (finding partners and funders) -Staffing the Program -Financing the program Chapter Three: Planning and Development -Choosing participants for the initial Circles -Choosing a pool of facilitators -Developing and Annual Schedule of Circles, Reunions, Trainings, Inservices and Think Tanks -Round One Circles What they entail Readings Knowing who the participants are -Agency sponsored Circles -Round Two Circles What they entail Readings -Special Focus Circles (e.g. class, sexual orientation, POC, White Allies)

Multicultural Resource Center — Talking Circle Program

4-6 4 4-5 5 5-6 7-9 7 7-8 8 8-9 9 10-16 10 10 11 11-14

14-15 15-16

Chapter Four: Raising and Managing A Circle -Recruiting Participants

17-19 17 17

-Recruiting Facilitators

17-18

-Logistics (site, food and materials) -Evaluation

-De-briefing with facilitators

-Special Focus Circles

Chapter Five: Keeping Participants Connected and Engaged -Listserv

20 20

-Gatherings

-Supporting on-going activities (FACES, White Allies)

Chapter Six â&#x20AC;&#x201D; Facilitating Talking Circles on Race and Racismâ&#x201E;˘ -What does a Round One Circle look like

21-25 21 21

-What happens in a Circle and what is the role of the facilitator -Special Focus Circles (What happens in a Circle and what is the role of the facilitator) -Training and Coaching Facilitators

22 23-25

Round 1

Attachments -Facilitators Manual -Anchoring Manual

Building the Program

Introduction Purpose of Talking Circles MRC Talking Circles on Race and Racism™ are a series of frank, respectful, facilitated dialogues to provide people with opportunities for self-reflection, sharing experiences, and influencing each other’s perspectives and attitudes. We bring together a small group of racially and ethnically diverse participants who make a commitment to meet weekly for two hours over a five-week period to discuss their personal experiences with racial identity, racial issues, and racism. The purpose of the Talking Circle is to raise the level and quality of community conversations on race, and while no specific action plans are expected as an outgrowth of Round One, the Circles provide a supportive and motivating environment in which participants can identify their next steps. MRC began offering Talking Circles in 2007 to address community tensions around race by engaging people in open and honest dialogue in a safe space, raising awareness of the effects of racism and how it functions in our lives, where we feel responsible for interrupting or dismantling racism, and beginning the process of healing racial wounds. »» Types of Talking Circles MRC has developed two levels of Circles, with some particular focuses in each level: the basic “Round One” Talking Circle on Race and Racism™, which runs for five weekly sessions, and the “Round Two” Talking Circle which is a second level for alumni of the basic Circles and runs for six weekly sessions. We have tailored Round One Talking Circles for specific groups, e.g., high-school students, college students, school staff, faculty and community Circles, agency or organization boards and work groups, leadership teams, city governmental departments, a Circle for people of color, and faith-based Circles.

Round 1

Round Two Circles have been customized for MRC facilitators, parents and caregivers, white allies, and planning students at Cornell, and they are mandatory for facilitators who wish to lead future Round Two Circles. »» Some Initial Results As of 2013, after six years, over 50 Circles and almost 600 participants, we see some anecdotal results from this effort. We trust that the evaluation process now underway will confirm some of our beliefs about what the Circles have accomplished. We have seen Circle participants becoming more engaged in community events, speaking up and taking leadership to address racism and promote inclusion. Among some of the results are new, more positive relationships between people of color and white people, and more structured conversations about race and racism in many parts of the community, which together, are generating a sincere community commitment to eliminate structural racism in our local institutions to the degree that this is possible. While it remains to be seen if this commitment will lead to the dismantling of racism, it is fair to say that these stronger relationships and effective conversations most likely would not have happened at all without the program.

Multicultural Resource Center — Talking Circle Program

Chapter One: Background and History »» Audrey J. Cooper’s Vision: The Impetus for the Program In 2006, Audrey J. Cooper, Director of Multicultural Resource Center (MRC), began to articulate her vision for community-wide dialogue on race and racism in the greater Ithaca area. Over the previous two years, a number of troubling racial incidents had occurred in the public schools, discrimination and racial profiling was occurring in the downtown business and residential areas, and racial tensions surrounding local political campaigns had flared up. Various attempts at public forums, listening sessions, demonstrations, etc. had not yielded very positive results in terms of greater understanding, community empowerment, or healing the frustration, anger and alienation many people were experiencing. People were frustrated with forums where they were being cut off after two minutes at a microphone, and irritated with unsatisfactory responses from officials. Although some public figures said that they wanted to hear from the community, it was obvious how challenging it was for elected officials, school administrators, law enforcement, and high-profile decisionmakers to do their own learning in these emotionally charged public settings. Audrey’s vision was to provide facilitated dialogue that would be conducted in a respectful manner and safe environment, with sufficient time for people to have meaningful conversations and share perspectives from different walks of life and bases of experience. Audrey had a very small grant (of $1,500) with which to investigate various models and formats for more effective conversations—short-term study groups, dialogue and deliberation groups, ongoing support groups, etc. In the fall of 2006, Audrey contacted Laura Branca of Training for Change (TFC) Associates to share her vision and to get help with designing a program.

Round 1

»» Partnering with an External Consultant: What TFC and MRC did together With the remainder of that very small grant (+ $1,500), MRC engaged Laura Branca and Kirby Edmonds of TFC Associates to design and facilitate a pilot. At the time, MRC had a staff of one full-time director and one part-time student intern. Laura worked closely with Audrey to shape a manageable strategy that would make it possible for decision-makers, policymakers, public servants, employers, administrators and community members of all racial and class backgrounds to engage in frank, open conversations that could increase awareness and understanding, foster mutual learning, and influence how people behave, personally and professionally. The marketing and recruitment strategy and process are detailed in the sections that follow. To this collaboration, MRC brought its solid reputation for championing social justice, its mission of multicultural programming and resources, a remarkably broad and deep network of community connections, and great credibility as an organization. TFC Associates brought over 30 years’ experience in organization and leadership development, strong roots in antioppression work, diversity inclusion and cultural competency, understanding of group dynamics, and strong training and facilitation skills to the project. TFC designed a pilot and with MRC, identified readings for participants. Audrey chose to call the groups “Talking Circles” emphasizing dialogue as opposed to study, in simple, evocative language reflecting her Native American background. The first Circle pilot was held in February of 2007 with about a dozen participants.

Building the Program

»» Developing Volunteer Facilitators Given its goal of transforming the community’s conversations about race and racism, one important aspect of the program is the development and training of community volunteers as facilitators. With a large pool of volunteer facilitators, more Circles can be offered while keeping the cost of facilitation down. Training facilitators also strengthens their ability to engage people in their personal networks and spheres of endeavor in effective conversations about racism, which has a discernible ripple effect in the community. Preparing these volunteers requires a team that has training skills, facilitation skills and experience with anti-oppression work, and familiarity with the dynamics that occur among and between white people and people of color as they engage in what may be very difficult and emotional conversations. If your community has people with these skills, Chapter Six may provide the resources they need to begin to develop a pool of volunteer facilitators. We do recommend at least an initial consultation with MRC and TFC Associates before moving ahead with developing a program. »» Community Impact Until we have some initial results from the evaluation that is underway supported by the Kellogg Grant, we cannot know with certainty what impact the Talking Circles have had on shifting conversations about race and racism in the community as a whole, or on dismantling structural racism in our local institutions. Nevertheless, there are impacts that can be directly attributed to both the Talking Circles themselves and the network of activists and allies the Circles have inspired and empowered. We list these examples because they are important indicators of the powerful influence the program can have on a community. Examples include: • Ithaca City School District Talking Circles—these Circles created opportunities for school staff to be in dialogue with parents and other community members.

Round 1

• Cornell City and Regional Planning Circle courses—these Circles were requested by students themselves who were concerned that there were not enough opportunities for guided conversations about their experiences with race and racism on campus. • The United Against Hate campaign was led by a Circle alumnae who engaged other alumni to find a simple way for people to express solidarity against racist incidents in the community. She designed a poster that is now displayed in the windows of residences and on the walls of schools, businesses, and organizations all over Tompkins County, and the image was widely distributed on buttons and bumper stickers as well. • The Ithaca City Comprehensive Plan—the committee has made a commitment to threading “equity” as a focus throughout the comprehensive plan and to creating as an inclusive public input process as possible as the plan is drafted. This is an example of the impact that the Circles have had on public discourse. • The Building Bridges Initiative, a community-wide effort to create a socially just and ecologically sound local economy involves a large number of Talking Circle alumni who are committed to connecting people within and across social and environmental justice

Multicultural Resource Center — Talking Circle Program

movements and to building stronger relationships across race, class and place. It is fair to say that the Talking Circles had a strong influence on the creation of this initiative and on equipping people in the planning group to encourage and support conversations about race and racism in their various areas of activity. »» Volunteer Facilitators as a Community Resource: Local Capacity-Building As organizations become less afraid to engage in these conversations, the facilitators also offer the community a resource for helping to facilitate other kinds of conversations about race and racism. For example, when the Family Reading Partnership and the Africana Studies and Research Center at Cornell organized a community build to read Dr. Martin Luther King’s last book, Where Do We Go From Here: Chaos or Community?, Talking Circle facilitators were tapped to help to facilitate these reading groups. The organizers of this book read were inspired by their own participation in Talking Circles, and while we do not know precisely how many people participated in this community effort, it is reasonable to say that it would not have occurred without the Talking Circles as an initial inspiration and well over 350 people participated in the book read, many of whom had not already been through a Talking Circle.

Round 1

Another ripple effect of the Circles is the organizing of Understand to Overcome (U2O)—a county-wide campaign to have everyone in Tompkins County participate in community screenings of the video, Race: The Power of An Illusion. This is an effort to have as many organizations as possible sponsor viewings of the three-part series which aired on PBS. Talking Circle volunteer facilitators have been tapped to introduce the series and facilitate talk-back discussions at these screenings. We know that the U2O organizers felt confident that the community gatherings could be managed effectively, largely due to the resource of 23 MRC volunteers who have been facilitating Talking Circles over the past six years.

Building the Program

Chapter Two: Finding a Home for the Program We believe that there are several prerequisites for building and maintaining Talking Circles on Race and Racism™ as a sustainable and successful community program. These include mission alignment, credibility and a strong community network, a stable, reliable funding stream, and administrative capacity. »» Mission Alignment The Talking Circles on Race and Racism™ program has to be located in an organization whose mission aligns with the program’s goals. The Multicultural Resource Center (MRC), for example, has the following mission and goals:

The mission of MRC is to create dialogue around diversity issues, particularly racism, in Tompkins County, and to facilitate community leadership on these issues by helping to empower people to embrace our community’s ethnic and cultural diversity. MRC’s goals are to: • Advocate for social justice and systems change • Provide educational outreach to increase inclusion in our community • Build multicultural alliances across differences Building a sustained program is a long-term project and has to fit within the organization’s mission and be seen as a significant component of the organization’s work.

Round 1

Any organization that has anti-racism or anti-oppression work as part of its mission certainly qualifies, but it is also important to have educational and communitybuilding components in the mission as well. The organization has to be able to take a public stand against injustice. »» Credibility and Relationship to the Community The organization has to have a positive reputation in the community and a strong network that allows the program to find and engage partners. Talking Circles on Race and Racism™ involves a community effort and partners to make the program successful, by hosting, sponsoring or making a commitment to help recruit participants for the Circles. We think it is important to hold the Circles in several community venues, partly because hosting a Circle is a demonstration of commitment on the part of the hosting organization and partly because some locations feel safer and more accessible to participants than others. We found that the reputations of TFC Associates and MRC were important for getting people to come to the first Circles. People needed to have faith that the Circles would be a positive (or at least not a negative) experience, and our professional and organizational credibility in the community helped with recruitment in the first year.

Multicultural Resource Center — Talking Circle Program

»» Marketing the Program: Finding Partners and Funders To successfully launch Talking Circles, it is important in getting the program started to have institutions and organizations involved that believe in and promote the program and are committed to helping recruit and support participants to attend. In our case this included churches, the Ithaca City School District Staff Development Office, City of Ithaca government, and major community centers and agencies. This support can include internal announcements and posting on their listservs, websites, Facebook, and offering participants professional development credits or time during their work day to attend, and the direct participation of agency leaders “walking their talk.” Some of these organizations contracted with MRC to sponsor their own circles, but many made the commitment to have their members participate in community-based Circles. We asked some organizations for space to hold the Circles and asked others to help with recruitment of participants. Any organizations that serve, employ or engage large groups of people, and who have at least some interest in supporting dialogue on race and racism, are good places to start with marketing the program. They need to understand the purpose and goals of the program and what commitment is being asked of them. That marketing can include press releases, email blitzes, and brief presentations at the meetings and gatherings of area organizations; in addition to the school district, MRC tables at community cultural events and festivals, and has spoken to groups such as Area Congregations Together, the Rotary Club, the Tompkins County Diversity Consortium, the City of Ithaca’s Diversity Team, the Greater Ithaca Activities Center, City and Regional Planning Department at Cornell, and has had support from Community Center Programs at Cornell and from the departments of Human Resources and Residential Life at Ithaca College. After many successes, MRC Talking Circles on Race and Racism™ have received significant coverage in local newspapers downtown and on campuses.

Round 1

»» Administrative Capacity and Staffing the Program: Currently the program requires .75 FTE of dedicated time from the program coordinator who recruits participants for the Circles and handles the logistics including space, scheduling, food and materials. This position also includes scheduling training and in-services for facilitators, scheduling reunions for talking circle alumni, and maintaining the listserv. There are a minimum of 9-10 Circles a year and includes Round One and Round Two’s. We try to schedule two to three Talking Circles each quarter. While this level of staffing may not be necessary in the start-up phase of the program, it is essential to have dedicated staff time once there is a group of volunteer facilitators and several Circles a year, many of which are scheduled simultaneously. The work of coordinating and supporting multiple Circles and teams is complicated, and critical to the success of each Circle and the program as a whole. In addition, the organization needs to have the administrative capacity to handle invoicing for several different kinds of organizations. While community circles are free to participants, in our program MRC charges a fee for organizations that sponsor Circles for their staff. This is one possible source of revenue for the program. Building the Program

»» Financing the program There are many ways to finance Talking Circles but most importantly there should be a commitment from the host organization to dedicate staff time to developing the funding base and the Circles. Local foundations, clubs like Rotary and other professional groups are good sources for small grants that can range from $250 to $5000 that will help establish the Talking Circle program. Once you have this funding in place you can begin building credibility with larger funding institutions. After the Circles are established it can be used as professional development opportunities that you can negotiate a fee-based payment arrangement with a municipality, organization or local college. Since it’s mainly their staff, you can ask for funds to cover facilitator fees, refreshments and an administrative fee for your organization. It’s important to note that these fees should be reasonable and open to negotiation as many organizations are struggling in the current financial climate.

Round 1 10

Multicultural Resource Center — Talking Circle Program

Chapter Three: Planning and Development »» Choosing participants for the initial Circles: While the ideal size for a Circle is about a dozen participants, not including the two facilitators, it is certainly possible to facilitate Circles of as few as eight or as many as twenty participants. The Talking Circles on Race and Racism™ work best when there is a racial and ethnic mix in the participant group. In the first year of operation we found it useful to construct the Circle participant lists very thoughtfully. We recruited people who are opinion leaders in their organizations and institutions, and who could be relied upon to encourage others to participate once they had a positive personal experience in a Circle. For these initial Circles, we recruited people who were not known to have volatile personalities and habits of disrupting public meetings, which could make the process hard to manage. However, we sought outspoken people, community leaders and activists, elected officials, agency heads, and people who would genuinely engage with the process. We sought their honest feedback about the effectiveness of the pilot and incorporated their input into refining the design. We were also looking for people we believed could possibly become part of a facilitator pool. »» Choosing a pool of facilitators: Potential Talking Circle facilitators are recruited from among the Circle participants. Individuals who already have facilitation skills and experience can be invited to participate in a Circle, but regardless of their past experience, participating in a Circle and going through training and practice are prerequisites to joining the facilitator pool.

Round 1

Potential trainees are identified by the ways they participate in the dialogue and engage with the subject of race and racism. Facilitators notice how participants interact with others in the Circle, including • their ability to listen, express interest in and empathy for others, • share personal stories and perspectives, • respect group boundaries and working agreements, • demonstrate awareness of how often and how long they speak, • whether they encourage others’ participation, • how they integrate what they are gaining from sessions and articulate their insights, • how they seem able to handle highly charged emotions and communication exchanges. A good pool of facilitators should have a balance of diversity in gender, race, age, sexual orientation, and in ethnic backgrounds. There are no credentials or educational requirements, but they must have the ability to work effectively with people, and work within a co-facilitation team. Even the most motivated and engaged participants may not make good facilitators. Only after going through training, practice co-facilitating, and individualized coaching are trainees approved to become facilitators. »» Developing an Annual Schedule of Events Once the program is well underway, with volunteer facilitators and several Circles per year, it is important to develop a schedule of activities spanning longer periods of time. Building the Program

Circles: We started by projecting Circle-related programming for six months in advance, but now generally try to plan for twelve months of programming. This involves a schedule of open-enrolled community Circles—i.e., Round One and Round Two Circles, and Circles with a special focus. Training, In-services, and Think Tanks: Planning also entails thinking about how to keep volunteer facilitators engaged and refresh their skills. We’ve done this with a variety of inservice workshops as well as “think tanks” in which we have discussions with facilitators about issues and challenges that have emerged in their circles and different ways of handling them, or possible implications for how the program is designed, recruited, supported or expanded. We also use these meetings to discuss what support and ongoing training facilitators may need, and get a more accurate picture of our current capacity and a better assessment of whether and how soon to develop more facilitators. Reunions: MRC provides opportunities for people who have participated in circles to come together to celebrate and build a sense of community with each other. It was through alumni feedback solicited at reunions that MRC heard the significant interest people had in participating in a “round two”, and then designed and offered this level. Because TFC is providing the training and programmatic support that makes the project sustainable, these meetings include the MRC director, the program coordinator and TFC consultants.

Round 1

Round One Circles: Circles have expanded over time. The first couple of Circles were designed to be three sessions long. We found that participants routinely did not want to end their conversations after two hours and lingered for 15-30 minutes more; many said that they were just starting to really open up by the third session and felt that the Circle needed more time. This led us to try a four-session Circle, then one that ran for five sessions. It was clear that some people would be willing to continue to meet indefinitely, but we felt that it would be unlikely that new participants would commit to more than five weekly meetings and that the facilitators needed an ending point and a break. After the first year of the program, MRC settled on a five-session model for the basic Talking Circle design. We have tailored basic Talking Circles for specific groups, e.g., high-school students, college students, school staff and faculty, agency/organization-based board and staff groups, leadership teams, city government departmental Circles, a Circle for people of color, and faith-based Circles. The Circle is designed to thoughtfully establish respectful group norms, identify participants’ hopes and wishes for their experience in the Circle, pose questions to allow people to reflect on and share their thoughts and feelings about their racial identities, their early experiences of race and racism, how they see racism occurring on personal, cultural and systemic levels, what they believe to be their responsibility in relation to racism, what support they might need from allies, and possible action steps.

Multicultural Resource Center — Talking Circle Program

»» The Ideal Setting for a Circle: Ideally, an accessible, centrally located venue for the participants is best. Free childcare is provided on site if needed, in another room. Privacy—meeting without observers or interruptions—is important. We initially met at the Unitarian Church, which is located downtown in Ithaca, in a quiet, comfortable room upstairs where people will not be disturbed. The location of a Circle is not shared with the public, so that others do not casually drop by to check it out or enroll themselves. We are fortunate that there are a number of free meeting rooms available in Ithaca. Meeting in the same room each week is important to the life of the group. Finding donated space is critical to keeping the cost down. Arranging with the host site for a key may be necessary for evening or weekend access. The room needs to comfortably accommodate about fourteen people. We set up the room with an easel, a table for a few handouts, and a table for refreshments, and a Circle of moveable chairs. While couches and over-stuffed chairs are comfortable for large group discussions, they are hard to move so that dyads can face one another and talk with a little privacy. It is important to have light snacks and beverages available at every session. Evening Circles usually meet at 6:30-8:30pm and often people are coming straight from work. The intimacy of the conversations is helped immensely by having food available. Typically the menu includes some combination of chips and salsa, veggies and hummus or another dip, fresh fruit, cheese and crackers, popcorn, cookies, juice, tea, etc. and sometimes other sweets. TFC facilitators make a habit of bringing music to play at the start of the sessions. We encourage people to come 15 minutes early. Once they arrive, they get their kids settled with the childcare provider, get something to eat, take seats and we begin on time. Facilitators post the flip charts from previous sessions on the walls so that the group can see previous discussion questions, working agreements, brainstorms, and track its progress.

»» Readings In advance of each session, the facilitators send readings to participants as a way to stimulate their thinking and enrich the base of information beneath the conversations, and while people are not obligated to read them, anyone who has read an article is welcome to express their thoughts and reactions. TFC and MRC worked together to identify readings and resources for participants. We originally considered a study-group model, in which participants are required to read literature before each session and sessions begin with discussion of the readings. We felt that it would be important to not have the groups feel like a book group or academic course, and wanted to avoid having participants feel self-conscious for not having read the articles. We also wanted the groups to be accessible and comfortable for all people, regardless of level of literacy or interest in reading. We wanted to avoid basing the discussions on assignments and having only a sub-group ready and able to participate. For these reasons, we chose to make almost all the readings for Round One Circles optional. We have encouraged participants to contribute additional suggested readings that they recommend. There is a list of readings at the end of the Facilitators’ Manual, and readings for each week are listed at the end of each session agenda.

Building the Program

Round 1

There have been a few Circles that were scheduled in the afternoon to make it possible for people who could not attend evening sessions to participate.

»» Configuring a Participant Group: Creating an Intentionally Mixed-Race Circle MRC gives considerable attention and sensitivity to the participant list. When individuals express interest in joining a Circle, whether it is open to anyone in the community or being sponsored by a particular agency or institution, gathering some information about them is important. People are asked for their name, email and/or phone number, and how they identify racially and ethnically. They are asked whether they need on-site childcare, or have any accessibility needs. Typically participants in community Circles are not asked where they work or their job title. While racial classifications have no biological basis, they nonetheless have tremendous social significance and form the basis for systems of unearned advantage and undeserved disadvantages based on physical characteristics, features, accent or speech, appearance, cultural background, and assigned value. For this reason, participants are asked how they identify racially and ethnically. We strive for an even mix of white people and people of color. Given the focus on race and racism, racial diversity is critical. People of African, African American, Caribbean, Latin American, Asian, bi-racial, and Indigenous descent are more likely to have had the direct experience of exclusion, discrimination, being stereotyped, devalued or demonized, and can bring multiple perspectives and cultural lenses into the conversation. In some communities like ours, racial separation has been incredibly effective at isolating people from one another along color lines, and insulating white people from the awareness of how racism is impacting others, how it operates in their daily surroundings, and how they themselves are being injured or diminished.

Round 1

People of color have often had extensive conversations about race and racism in the absence of white people, but have less frequently or rarely had successful, genuinely valuable dialogues across race and ethnicity in which they were not pressured to “educate” or take care of white people’s anxiety, discomfort or guilt. For many participants, finding that they are able to be in a safe, respectful conversation across race is a powerful and refreshing experience in and of itself. If more than half the people signed up are white, more effort is put into recruiting additional people of color. In communities where there is a significant white majority, achieving anything like a racial balance becomes very challenging over time. However, as the value and credibility of the Circles becomes more widely known, people who might never have been willing to join one become more curious and willing to sign up based on word-of-mouth recommendations. While we have successfully run Circles that are majority white with only two or three people of color present, there is a much greater risk that people of color will feel obligated to “educate” by sharing much more about their experience of racism, and that white participants will feel that it is okay to interview them or act as spectators, rather than focus on their own experiences. Interrupting this dynamic places a different burden on facilitators, which can also lead them to lapse into “educator” mode if they don’t consciously strategize how to engage all the participants in self-reflection and in challenging themselves.

Multicultural Resource Center — Talking Circle Program

Agency-Sponsored Circles: Agency-sponsored Circles are typically requested by an organization as a way to offer members, staff, board, and volunteers a format for discussing race and racism with the guidance of external facilitators. These Circles can be a source of revenue for the Talking Circle program if the agency has a budget for professional development, board development, team building, or where grants or fundraising to support cultural competency, diversity efforts, etc. have been successful. MRC provides administration and coordination, finds experienced facilitators, handles refreshments, materials, etc., and charges for this type of arrangement. In some cases, the agency may opt to handle some of the meeting planning and logistics themselves, but consults extensively with MRC to follow all the necessary guidelines (scheduling, duration, the number of sessions, food, appropriate site, number of participants, contracting, parking, marketing and communication, etc. Intake and Configuring an Agency-Sponsored Participant Group: When a Circle is sponsored by an agency, institution, or department, participants may be asked to identify their department, job title or role within the host organization (e.g., staff, faculty, student, grad student, department head, manager, parent, volunteer, board member, etc.).When people are grouped across supervision lines, facilitators should be aware of how that could constrain what information is shared. If recruitment is being handled internally by an institution, it may be important to make clear what is meant by “racial and ethnic diversity.” Participants’ ethnic diversity is a real plus, but if they are mostly white people, the circle will not have the benefit of a diversity of experiences and perspectives based on race or color.

Round 1

Sadly, many local public and private institutions, religious groups, governmental departments, and even non-governmental and not-for-profit agencies, are still majority white groups. When an organization wants to sponsor a Talking Circle, it may be immediately confronted with its own lack of racial diversity. In these cases, inviting people of color from related agencies, or more racially mixed departments, or predominately Black churches, African, Latino or Asian American clubs, civic or community associations, has been the remedy. When the public school district sponsored Talking Circles, they reserved 50% of the spaces for school staff and the other 50% were reserved for non-school community members. This created a racial mix that would have been nearly impossible otherwise. Organizational Goals: Agency sponsored Circles often carry goals of generating real next steps, re-examining policies and practices, organizational culture, and something positive people can do together as an outgrowth. The basic Circle design is not focused on action planning, but can be customized to include questions about the organizational implications of what people have learned or gained, and specific next steps to which people wish to commit as a work group. Mixing up the membership of a Circle with employees from one employer and people from outside that entity increases the likelihood that the discussions will not get stuck on old work-related issues, although they may come up, but it also may inhibit relevant stories and examples that can’t be shared with “outsiders.” If the hosting organization is fearful Building the Program

of exposing attitudes, behaviors or organizational habits that are problematic or viewed as discriminatory, the presence of outsiders from the community may make discussion organizational practices or self-reflection more risky.

»» Round Two Circles: Participants in the Talking Circles almost universally report that there is not enough time for the conversations. In the second year, MRC designed what we call “Round Two” Circles for people who want to focus the conversation on another level of dealing with and healing from racism. Round Two Circles are offered to Talking Circle alumni who have found the process of this exploration and conversation valuable and have the time and desire for deeper dialogue with others. Round Two Circles are designed to run for six weeks. The Round Two Circles generally also have the stated purpose of moving people toward taking action to eliminate or interrupt structural racism. The fact that participants have been through a Circle and are enthusiastic about continuing dialogue makes the Round Two Circles different. People are not struggling to accept that racism is real, and they are less fearful that possible crises or conflicts cannot be managed by the facilitators and lead to valuable outcomes. They often bring their experiences of taking action against racism to the conversations, and a genuine desire to become more effective while continuing to heal personally. The sessions have a slightly different framing of the Round One questions. We also have some of the small group discussions race-alike groupings. That is, white people talking to each other and people of color talking to each other in separate groupings.

Round 1

Round Two Circles have been customized for parents and caregivers, facilitators, white allies, and are mandatory for MRC facilitators who wish to facilitate a Round Two in the future. Round Two Circles have also run as 1-credit courses for students in the City and Regional Planning department at Cornell University, customized to include a focus on inclusive participatory planning processes.

»» Readings While the readings for Round One Circles are optional, the readings and videos for Round Two Circles are required and there are fewer of them. There readings provide a deeper understanding of the roots of structural racism.

Special Focus Circles: We’ve raised several Circles that have a special focus, either because of the participant group or because of the topic. For example we’ve had Circles for the faith community. While the questions for these Circles are generally the same as any other Round One, the participants are recruited from particular faith communities including churches and synagogues.

Multicultural Resource Center — Talking Circle Program

We have also offered Circles for people of color as well as Circles for white allies. In the circles for people of color we’ve generally kept the questions the same as for any other round one Circle.

Round 1

We have designed one Circle with a combined focus on race and class. It was generally a successful Circle but we found that we needed more time than the 6 sessions we scheduled. This Circle was also “agency-sponsored” for the board and staff of a school.

Building the Program

Chapter Four: Raising and Managing A Circle Recruiting Participants: As people start to register for the circle they are often in direct conversations with the project coordinator asking questions about the Circle and what they can expect. We found that in our community, we soon had a long wait list of white people who wanted to be in a circle and many fewer people of color. It is best to have at least three people of color in the participant group. What this has meant is that the work of the both the facilitators and the project coordinator has included talking to people of color as individuals and in their organizations to try to cultivate interest in the circles. It has sometimes meant asking people who have already been in a circle to be in another in order to achieve the desired racial diversity. Community Circles These are circles that are open to anyone in the community. Once a date and location have been set for the circle and facilitators have been selected, an announcement goes out on the program’s various listservs (including the talking circle alumni listserv) saying that the circle has been scheduled. We have found through experience that the process of raising a circle takes about six weeks. Selecting Facilitators Putting together a facilitator team during the first two years meant making sure that one or both of the TFC trainer/coaches was available to be on the team with a “newbie” or facilitatorin-training. Once all of the facilitators have been through this coaching experience, and more skilled facilitators have been through the training for “anchoring a circle” there is far more flexibility in selecting a facilitation team. Mixed gender and race teams are ideal.

Round 1

Sample Announcement: “In September, MRC will be offering a community-based Talking Circle on Race and Racism™. MRC provides refreshments, and child care, if needed. We ask that participants make a commitment to coming to all five sessions. All sessions are held in downtown locations. Facilitators will send readings to the group before the first session, and while participants are not required to read them, participants’ thoughts and responses are welcome. Please contact the MRC Coordinator of Diversity Programs (607-272-2292 ext. 191) if you would like more information or are interested in registering for this Talking Circle.” Registering Participants The project coordinator has conversations with people as they call to register to determine their race and ethnicity, needs for child care and to answer any questions about the Talking Circle process. The coordinator begins to build a contact list of prospective participants, and when a racially diverse group of at least 8-9 people has signed up, the circle dates are confirmed with the facilitator team. Logistics: (Site, Food, Materials) Two weeks before the circle is to start, the contact list of confirmed participants is sent to the facilitation team, including ethnicity/race of each participant as well as email address and phone numbers.

Multicultural Resource Center — Talking Circle Program

If any of the participants need child care then the project coordinator finds a childcare provider. One of the implications of this is that all of the spaces used for community circles have to have a separate room available for child care. Having nutritious snacks and drink is an important part of making the talking circle experience both comfortable and welcoming. MRC shops for refreshments and packs them into a cart along with session materials for one of the facilitators to pick up on the day of each session. If needed, the project coordinator gets the facilitators a key or arranges access to the meeting site. The project coordinator provides hard copies of some of the materials that are to be handed out during circles and a few copies of readings for participants who do not use email. Otherwise, facilitators email a welcome message to participants at least 4 days before the first session as well as the readings. Sample Welcome Message: Hi Everyone, Welcome to the Multicultural Resource Center’s Talking Circle on Race and Racism™. ______ will be your facilitators. We’ll be meeting for 5 weeks, beginning (dates and times of sessions) at (location).

Attached here is “Four Agreements”, the only required reading for the Talking Circle. There will be additional optional readings sent in the next email message. There will be an opportunity to comment on the readings when we meet, but no one is obligated to do that. We won’t be quizzing you on these readings; we just hope they’ll stimulate your thinking! We are really looking forward to spending the next few Wednesdays with you and are very happy you chose to join the circle. Please feel free to contact us for any reason. Regards,

Materials and Reading Facilitators email optional reading to participants at least 4 days prior to each session. Circle Evaluation There is an evaluation form that participants fill out at the end of the last session. If for some reason a participant can’t fill the evaluation form out at the session, it is emailed. It is very important to both the process of the circle itself and for the program that participants have an opportunity to reflect on their experience and report that experience in a formal way.

Building the Program

Round 1

We encourage you to arrive at 15 minutes early for refreshments and to get settled so that we can start on time.

De-briefing with Facilitators After the last session the project coordinator schedules a time to debrief with the facilitation team. These sessions are important because they give the coordinator information about how the circles are going, how the facilitation team worked together and whether there were special issues or circumstances that arose in the circle that need to be taken into account for future circles.

»» Recruitment and Facilitation for Special Focus Circles • For a People of Color circle, participants have been people who identify as non-white, and facilitators of color are chosen. For these circles it has been important to have facilitators that are both skilled and experienced in anti-racism work, and familiar with the dynamics of internalized oppression and misinformation for the people of color groups and with internalized superiority and misinformation for the white allies groups. • For an Agency-Sponsored Circle (see page 15) Participants: When an organization requests a circle for its staff there are several considerations, including whether or not the circle is voluntary and whether or not the organization has the racial diversity needed to make the process successful, and how the organization intends to follow-up from the circles. If the organization does not have the needed racial diversity then it is important to recruit people of color from outside the organization.

Round 1

It is important to have a highly skilled facilitation team when participation is not entirely voluntary, in order to bring thoughtful consideration to issues of how honest participants can be, concerns they may have for how their sharing may be used in evaluation or performance reviews, and implications for speaking in the presence of supervisors or in the presence of direct reports. • Logistics (site, food and materials) The logistical issues for these circles are the same as for community circles, except that it may be important to hold the circle in a place that is not in the workplace.

Multicultural Resource Center — Talking Circle Program

Chapter Five: Keeping Participants Connected and Engaged »» Listserv All circle participants are invited to join a Talking Circle Alumni Google Group. This listserv functions as a way of continuing to build community among alumni, share issues, articles, links, and as a forum about particular questions and incidents. It is a way for participants to stay connected to each other, to the topics related to race and racism and some intersectional issues, and an efficient way to mobilize for community events and action. At the last session of a circle, participants are asked if they would like to have their emails added. So far, no one has refused. »» Gatherings Annual reunions, picnics in a local park and other community gatherings offer the circle participants the opportunity to meet the many other people who have been in circles, bring their partners and families, and reflect on how the experience of having been in a circle is influencing their lives. The reunions are also a chance to identify new programs or learning and support needs that can shape what the agency develops and offers in the future. Dish-topass events offer the chance to contribute favorite ethnic dishes, and these events are always warm, welcoming, and rewarding.

Round 1

»» Supporting Ongoing Activities FACES (Family Advocacy Coalition for Equity in Systems), White Allies A number of ongoing gatherings of have continued as outgrowths of Round Two Circles. A Round Two for parents and caregivers generated FACES, a Family Advocacy Coalition for Equity in Systems, which meets monthly. A Talking Circle for White Allies has continued to meet to provide mutual support to participants who are doing anti-racism work in their personal and professional lives and in the community by sharing strategies and learning together.

Building the Program

Chapter Six: Facilitating Talking Circles on Race and Racism™ What does a Round One circle look like? Round One circles are basic community circles, five 2-hour sessions, with two facilitators, 12 participants. The first session focuses on introductions in which participants are asked how they identify racially and ethnically and to share that in a go-round. Working Agreements are elicited from the group, and that starts the process of creating a safe and respectful environment. After a circle check of introductions, and generating group norms, the facilitators post the discussion questions and people answer them in dyads, then share out some examples of what they discussed in the large group. By the end of the session, participants have shared significant personal information about how they view race, when they first became aware of race, and what they hope to gain from the circle. In the next sessions, they are asked to talk about how racism has affected their lives, whether they are responsible for trying to eliminate racism, what kinds of support they might need, and what they may do as a result of these conversations. What happens in a Circle, and more about the Facilitators’ role: The readings and discussion questions typically bring people’s attention to distressing experiences and a heightened awareness of how racism is occurring in their lives. People frequently report feeling more emotional, needing to talk about and process their reactions, struggling with new information and insight, feeling deeply affected by what others share about their experiences and perspectives, and that being in the circle has a real impact on their internal state and their interactions with friends, family and co-workers. Facilitators must remain aware that any or all this could be happening to the participants, and to think about how to support and guide individuals and maintain the group. Occasionally, a participant needs a lot more attention than time allows, and facilitators must make tough choices to balance the needs of the individual with those of the rest of the group.

Round 1

All of the discussion questions deserve more time than is available. Facilitators should acknowledge that, and help people to expect and accept non-closure. Many people continue to reflect on the questions between sessions, and during opening check-ins people are asked whether they want to say anything they didn’t get to say the week before. Managing the air-time is an extremely important responsibility of the facilitators. Using dyads and triads allows everyone some time to talk with the full attention of their partner(s). These interactions are an essential element of the circle process, and allow participants to connect with each other on deeper levels. The facilitators are there to foster communication and interaction, to provide empathy and clarity, to make sense of the process, to invite people to explore and open to new understandings of themselves and each other, and to both meet people where they are and to encourage them towards the growth and greater agency they’ve said they want to gain.

Multicultural Resource Center — Talking Circle Program

What happens in a Special Focus circle, and more on the Facilitators’ role: »» Faith Community Circles These are community circles with the same questions as any other round one. The essential difference is that participants are recruited based on their interest in having a conversation about the relationship between race and racism and their spiritual practice or religious organization. It is important that the facilitators be comfortable with the subjects of religion, faith and spirituality that are raised explicitly by participants as part of the conversation. »» People of Color Circles These are community circles with the same discussion questions as any other round one circle. The essential difference is that all of the participants are people of color. Depending on the make-up of the group, participants often feel more comfortable talking about dynamics between different groups of people of color and internalized oppression than they feel in the presence of white people. Facilitators must be very comfortable dealing with rage, internalized oppression, and outrageous humor! »» CRP Class—Structural Barriers to Equity in Planning MRC has arranged a 7-session, one credit course for students in Cornell’s City and Regional Planning department called Structural Barriers to Equity in Planning. Participants are undergraduate and graduate students. The other main difference is that all of the reading is required. Facilitators must be familiar with, not only race and racism, but the relationship between structural racism and city planning.

Round 1

There is also a Round Two version of this course that is also seven sessions that also includes developing facilitation skills. Facilitators must be able to facilitate a Talking Circle as well as lead training on group facilitation and the design of participatory planning processes. »» Agency/Organizational Circles When organizations ask for a talking circle for their staff, while the questions are generally the same as for a community circle the group dynamics are affected by the fact that people typically know each other and have to work together. Facilitators have to be much more cautious about asking probing questions. Further, sometimes participation is not completely voluntary so there may be both more reserve as well as more hostility in the group than in other circles. Facilitators have to be sensitive to these issues.

Building the Program

Facilitator Training and Development »» Needed Attributes and Abilities of Facilitators: Good facilitators must  possess genuine interest in and understanding of how racism operates and affects people,  a commitment to dismantling racism and other forms of oppression,  become good at active listening,  be able to pay attention to others,  refrain from attacking and blaming others, even when experiencing strong personal reactions. Their ability to respond clearly and assertively, without aggression or mean-spiritedness helps to maintain a respectful climate and shows the ability to think reliably even under personal stress. Good facilitators must  track a lot of information and patterns of interaction,  recognize the group’s dynamics,  respond flexibly to people’s needs by making appropriate interventions and revising the session agendas if necessary.  be extremely reliable in terms of handling the logistics and consistently showing up on time. The facilitators’ preparation and presence are essential. The co-facilitation model helps facilitators in all these areas.

Round 1

»» The Role of Facilitators The Facilitator Training emphasizes that the Talking Circle is primarily a process of peer learning. Talking Circle facilitators must make the distinction between their role in guiding and encouraging discussion, and their impulses toward or experience with other roles as teachers, lecturers, trainers, therapists, etc. Facilitators often struggle with whether they are responsible for providing or bringing about the education of the participants. There are certainly many teachable moments that emerge, and there isn’t a rule against sharing alternative ways of looking at a problem, offering some clarification from one’s own perspective, occasionally contradicting misinformation, or sharing a story or example that may illustrate something relevant. However, facilitators are cautioned against positioning themselves as the expert, authority figure, or lecturing. We encourage facilitators to refer to the readings as a way of inserting more reliable information or helpful viewpoints into the conversation, and sending links, video clips, etc. that are apropos of things that have come up. »» Primary Facilitator Responsibilities are  to set up and maintain the boundaries of the group,  follow at least most of the session’s discussion questions and recommended processes (e.g., to use a circle check, dyads, brainstorm, large group discussion, to use flip charts, etc.) and most importantly,  maximize people’s opportunities to participate and share.

Multicultural Resource Center — Talking Circle Program

Facilitators may participate in answering discussion questions, share stories, join a dyad or triad, but they should be listening far more than talking in large group share-outs, and they should be mindful of not using the circle to explore deeply personal issues or process and express their own intense emotions. Rather, their role is to pay attention to everyone else, encourage them to participate, check in with them by asking follow-up questions, occasionally reflect, paraphrase or tentatively summarize what is being said, help people keep track of what is happening. »» Co-Facilitating Because a co-leading team of two is the norm, the facilitators must prepare together, share their support needs with each other, agree on assignments and logistical tasks, and support each other’s leadership in the group by respecting time boundaries for particular discussions, not taking over, and demonstrating respect for each other. We recommend a mixed-race, mixed gender team, but we have had teams of two people of color, two women, and only for the white allies group, two white facilitators. The team diversity demonstrates cooperation and a respectful alliance, and provides greater flexibility and insight into how the group is behaving, and what to do to encourage or interrupt a dynamic. Facilitators must debrief between sessions, and adjust the plan as needed, occasionally checking in with one or more participants who may be struggling.

»» Training Facilitator training cohorts are usually between 8 and 16 people. The trainings happen in 3-hour sessions over 2 or 3 nights, a week or so apart. People are given an orientation to how racism manifests on 5 levels, (individual/internal, interpersonal, group, inter-group, and systemic), from prejudice and internalized messages and misinformation, through the shared experiences collective group identity and normative expectations of membership, inter-group histories of inequity, power differentials and the legitimizing myths and stereotypes and dynamics that maintain the disparities and exclusion, and the systemic practices and policies that create and maintain structural racism. Through the experience of participating in a circle people have gained insights into what participants experience and need from the facilitators. Then, through training, people get more explicit clarification about the role of facilitator, an orientation to the discussion questions and design of the sessions, co-leading issues to work out, and practice co-leading a mini-circle with guided feedback. Depending on the size of the group, a third session is often needed to give everyone practice facilitating. These practice sessions are not role plays. The participants engage in real discussions and the facilitators are responsible for managing the entire process. Facilitators receive feedback from their peers and trainers, and supported during and after the practice sessions with a considerable amount of technical assistance and mentoring from their trainer/coaches. Building the Program

Round 1

»» Role of Facilitators in Round Two While the role of facilitators is essentially the same as in Round One circles, because the goals include deepening the conversation and moving toward action, facilitators are encouraged to ask more probing questions, and questions to encourage participants to think more about what actions they want to take as a result of the conversations.

»» Coaching and Mentoring After the training, the trainers (TFC Associates Kirby Edmonds and Laura Branca) then meet privately with each trainee, guide them through a self-assessment, discuss strengths and support needs, and provide coaching. Once a trainee has been approved by the trainers, s/he is scheduled to apprentice by co-leading a community Circle with one or both of the trainers. The new facilitator will be assigned parts of each session to lead, and the team will debrief after the session and carefully process what they noticed about the group’s interactions and how each facilitator handled their assignments. The debriefing includes some prep and tasks are divided up for the next session. At the end of co-leading a circle, MRC Project Coordinator meets with the trainers to discuss where new facilitators are in their process, and whether they are ready to facilitate independently. Most people are approved to facilitate another circle without a coach, but with an experienced co-facilitator who can “anchor” the Circle, i.e., handle making sure all the facilitators’ responsibilities are met.

Round 1 26

Multicultural Resource Center — Talking Circle Program

p ring e di ti 2 o 01 n 5

Facilitatorâ&#x20AC;&#x2122;s Training Manual Laura Branca & Kirby Edmonds

ÂŠ MRC 2015

Facilitator's Training Manual

What follows is the manual that facilitators-in-training receive. The training is conducted by trainers who teach facilitation skills as well as group dynamics and group process, and trainees are given opportunities to co-lead practice sessions and receive feedback and technical assistance. Trainees are assessed by the trainers and the training sessions are followed by individual interviews with trainees to determine their readiness to move into apprenticing by coleading with experienced Talking Circle facilitators.

Table of Contents:

Round 1

Purpose of Manual and Training Objectives In order for learning to occur Welcome Message to Participants of Talking Circles Facilitator’s Role Levels of Process Boundaries Stages of Group Development Listening Exclusion and Inclusion Definitions of Diversity, Race, Multiculturalism, Ethnic and Ethnicity Definitions of Race and Racism Dynamics of Exclusion and Understanding “Isms” -Experience of Included, Excluded and Middle groups -Legitimizing Beliefs and Myths-Dynamics -Isms and How They Operate Recommended Discussion Questions for 5 Sessions Discussion Techniques Opening A Circle Agenda Templates -Session One -Session Two -Session Three -Session Four -Session Five Co-Facilitation Issues Interventions Appendix Training Agenda -Session One -Session Two 2

Multicultural Resource Center — Talking Circle Program

3 4 5 6 7 8 9 10,11 12 13 14 15-19 15, 17 18 19 20 21 22-23 24-29 24-25 26 27 28 29 30-31 31-34 35-38 35-36 36-37

Purpose of this manual: • To provide guidance to facilitators of talking circles about how to prepare for and successfully lead discussions of race and racism. • The manual contains suggested handouts for participants and guidelines for trainers. • To provide guidance to trainers about the content to cover in a training of facilitators. Training Goal: To prepare facilitators with the information, skills and tools they need to successfully facilitate Talking Circles on Race and Racism® Training Objectives: By the end of the training participants will: • Be able to articulate their role as facilitators • Have a clear understanding of the discussion designs and format for each of the five sessions. • Have a deeper understanding of group dynamics including stages of group development

• Be able to demonstrate facilitation skills including framing discussion questions, listening, summarizing, intervening, and recording group discussions on flipcharts.

Facilitator's Training Manual

Round 1

• Have a deeper understanding of some of the dynamics of racism and how they affect conversations within and between racial groups.

In order for conscious learning to occur a person must be willing to be in at least one of the following states:

IGNORANCE ERROR AWKWARDNESS ANXIETY/FEAR

Round 1 4

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

Purpose of the Talking Circles (Share with participants at first session)

The Multicultural Resource Center hosts a series of facilitated talking circles on race and racism. We envision these conversations as frank, respectful dialogue to provide people with opportunities for self-reflection, sharing experiences, and influencing each otherâ&#x20AC;&#x2122;s perspectives and attitudes. We strive to recruit a diverse group of people who can make a commitment to meet together five times to deepen the level of our community-wide conversations on race, and to provide a safe space for each of us to consider taking our next steps. Over 600 people have participated in circles since they began in February of 2007, and have found the experience very valuable.

Round 1

We sent some readings to you as a way to stimulate the conversations, and while youâ&#x20AC;&#x2122;re not obligated to read them, anyone who has is welcome to express thoughts and responses.

Facilitator's Training Manual

Some distinctions between roles: Educator: One who teaches; provides information and knowledge in a particular area. Trainer: One who provides knowledge and guides the development, practice and application of abilities and skills.

Round 1

Facilitator: One who helps a group accomplish its tasks by guiding or supporting its communication, interaction, learning, and decision-making processes.

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

Five Levels of Process Human experience can be described in terms of the following five levels of process. All “isms” have significant impact at each level. In order for that impact to be addressed most effectively, change must occur at each of the five levels. Internal/Personal: What is happening inside a person. Isms have a significant impact on our internal experiences (our thoughts, feelings, values and behaviors) as well as our sense of what we are entitled to as individuals. Whether or not we are aware of the impact, how individuals respond to the impact of impact can have a profound effect on a person’s health and well-being.

Interpersonal: What happens when two people interact.

This is often the level that people notice and describe most easily when paying attention to how isms get expressed. At this level there is a dynamic interplay between two individuals’ perceptions, assumptions, attitudes, feelings and behaviors. They are also reacting to each other’s relative capacity to control which roles each is assigned or asked to play in relation to the other (e.g. role of victim or role of collaborator or agent in the exclusion, leader to follower, etc.)

Group: The very complex dynamics and behaviors by which individuals

InterGroup: The interaction between groups.

People often have difficulty noticing their participation and connection to isms at this level because the impact on their group or other groups may seem more impersonal or indirect. Nevertheless, this is the level at which a group’s inclusion or exclusion from cultural or institutional control results in unequal distribution of essential resources among all people in society.

Systemic/Institutional: This level of process refers to large systems (e.g. education, health care, religion, government, criminal justice, military, judiciary, industry, corporations, economic systems, etc.) that affect all segments of society regardless of group identity and to how those systems are organized and behave.

Facilitator's Training Manual

Round 1

who share a common identity determine and maintain the group’s culture and norms.

Boundaries in a Group • Task • Time • Turf • Tools • Internal Structure • Membership • Culture Round 1

The function of leadership in groups is: • to carry the history of the group & • to clarify and manage the group’s boundaries

Multicultural Resource Center — Talking Circle Program

STAGES OF GROUP DEVELOPMENT — GARLAND PRE-AFFILIATION: excitement, anxiety, curiosity, confusion and dependency. The participants haven’t fully identified yet as members of the group, and are in the process of learning and absorbing their new environment, norms, purpose, and leaders. Who will maintain safety and comfort? Facilitators should be clear, patient, confident and kind and considerate. POWER AND CONTROL: frustration, irritability, testing, anger, rage, catharsis. The group needs to find out what will happen if conflict is expressed. One or more members will disagree, challenge authority, test the norms, show anger or irritation, to help the group assert its power and gain a sense of how control is maintained. Is conflict “allowed” or will it be suppressed? There is a release of tension afterwards. Facilitators should welcome differing opinions, be respectful when challenged, stay engaged, use the working agreements, not take challenges personally and not get hooked into arguments or try to suppress conflict. INTIMACY: warmth, sharing, sadness, closeness, support, sense of unity The group needs to find out how close people can get. What happens when one or more people share personal experiences, feelings, vulnerability? People tend to focus their attention on their similarities, and take the risk to disclose emotions and personal stuff. Facilitators should plan questions or topics that allow the group to explore how they feel, and say what they need. Participants may develop attachments, take risks and later feel exposed. Do not allow yourself or group members to authorize themselves to probe or delve into others’ personal business without their permission. Reinforce working agreements and boundaries as always, especially confidentiality.

Round 1

DIFFERENTIATION: insight, analysis, integration of learning, assertion of differences, The group members now feel confident to disagree, hold and express differing points of view that build on and enhance their learning. They tend to think about how they can use/apply this experience in their outer life. Facilitators should plan topics to let members explore what they are learning and how they can use it. Affirm identity differences and acknowledge individuality. SEPARATION: sadness, problems, distancing, withdrawal, grief, assessment, loss. Individuals may deny/forget that the group is ending. Members may bring up new or old problems that are unresolved, to provide motivation for the group to continue. As people focus on separating, they evaluate whether their experience was valuable or not. They may express negative criticism, or not caring. More often, they exchange appreciation, and share ideas about staying in touch, reunions, new alliances, etc. Facilitators should remind group in advance of the last session, be upbeat, encourage evaluation and thinking about next steps. Give acknowledgement and praise.

Facilitator's Training Manual

Chinese Calligraphy for Listening

EAR

EYES

UNDIVIDED ATTENTION

HEART

Round 1 10

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

Active Listening Responses 1. Reflect Feelings or Content “Sounds like you’re pretty happy about how the situation is now.” “Seems like it was really tough when that happened.” “So, as you told us, you’re proud but a little anxious too? “So in your words, ‘...........’, is that it?” 2. Paraphrase or Ask Questions to Clarify “What you seem to be saying is…” “What I’m hearing is…” “Can you say more about…?” “Did I understand you to be saying…?” “Would you remind us of when that happened?”

Round 1

3. Summarize the Main Points “So today you’d like us to talk about…” “Let me summarize what I heard so far.” “So on one hand...but on the other....” “I think I’ve heard several things that are important to you: first..., second..., third...”

Facilitator's Training Manual

Exclusion means: • Not having access to information • Being given the wrong information • Not having control over resources you need to survive and thrive • Not having access to choices that other people have • Not having rights or privileges that other people have • Being mistreated

Inclusion means:

Behaviors and practices that: • Seek out • Invite • Welcome • Allow • Engage • Involve Or in other ways, include the participation of others in:

Round 1

• • • • • • • • •

Information sharing Events Dialogue Input Creative initiatives Sharing resources & control Support Problem solving Decision making

Multicultural Resource Center — Talking Circle Program

Some Definitions Diversity: Differences in race, ethnicity, national origin, religion, age, gender, class, disability status, size, sexual orientation, personality type, communication style, education, life experience, among many other aspects of identity that are present within, among and between people. The reflection of a multicultural, multiracial society. Race:  A group of people who have been socially defined on the basis of physical criteria, including skin color, hair, and facial features.  Humankind, considered as a whole. “Racial distinctions are socially meaningful, but not biologically valid.” Beverly Daniel Tatum Multiculturalism: Awareness, respect, interest and appreciation of the cultures of a variety of racial, ethnic, and social groups; willingness to create policies, programs and practices that encourage expression and inclusion of differing cultural perspectives, arts, philosophies, customs and contributions. Ethnic:

Ethnicity: An ethnic group or ethnicity is a population of human beings whose members identify with each other, on the basis of a real or a presumed common genealogy or ancestry. Ethnicity connotes shared cultural traits and a shared group history. Some ethnic groups also share linguistic or religious traits, while others share a common group history but not a common language or religion.

Facilitator's Training Manual

Round 1

Of, relating to, or characteristic of a sizable group of people sharing in common distinctive cultural, linguistic, or religious traits, national origin, group history or cultural heritage.

Definitions of Race and Racism “Racial distinctions are socially meaningful, but not biologically valid.” Beverly Daniel Tatum

Race:

 A group of people who have been socially defined on the basis of physical criteria, including skin color, hair, and facial features.  Humankind, considered as a whole.

Racism: “The belief in the superiority of one race over another, and therefore, its right to dominance.” Audre Lorde

1. “A belief that human races have distinctive characteristics that determine their respective cultures, usually involving the idea that one’s own race is superior and has the right to rule others.” 2.

“A policy of enforcing such asserted right.”

3. “A system of government and society based upon it “ Webster’s Encyclopedic Unabridged Dictionary of the English Language 4.

“Prejudice plus Power = RACISM (or other forms of oppression)

Round 1

5. A system of unearned advantage, and undeserved disadvantage, based on assumed race or physical features and skin color. 6. “An inter-group phenomenon in which one group maintains dominance over another by controlling needed resources through selective reward systems and/or acts or threats of murder and violence distorting or withholding information. TFC Associates

Multicultural Resource Center — Talking Circle Program

Dynamics of Exclusion

Included Groups (e.g. White/European American, Men, Owning Class, 18-60 years old, Christian, Heterosexual, Able-bodied): Included groups by definition, have real control over the resources, and the distribution of goods and services produced by the entire society. Individual members of the group are systematically granted privileges, and access to information and resources, and are continually asked to play the role of collaborator by: On a personal level: Denying the price of conformity, accepting myths and stereotypes, and making decisions based on fear, or an internalized sense of superiority. On an interpersonal level: Behavior that has the impact of de-valuing, disrespecting and/or abusing members of excluded groups. On a group level: Rewarding conformity within the limited frameworks of the myths of scarcity, deserving and “us vs. them”, win/lose mentality, and punishing non-conformists. On an inter-group level: Ignoring, tolerating and/or supporting the violent suppression of resistance and the perpetuation of the institutions, laws, policies, practices, and cultural norms of behavior that systematically deprive excluded groups of basic human rights and equal participation in control over resources. On a systemic level: Acceptance of, compliance with and reinforcement of exclusionary policies and norms.

Round 1

Some common included group dynamics include: • Dominance/aggression • Brutality/cruelty • Competitiveness • Discrimination • Tokenizing • Conformity • Internalized mistreatment • Prejudice/bigotry • Making others invisible • Denial Common feelings for included groups from the injury of systemic exclusion include: greed, hatred, disrespect, fear, numbness, alienation from self and others, discouraged, helplessness, depression, shame and guilt about group responsibility, pain, and isolation. Facilitator's Training Manual

Excluded Groups (e.g. people of color, women, economically poor, homeless,

children, elders, Jews, Muslims, Hindus, Buddhists, Atheists and all other nonChristians, Gay, Lesbians, Bisexuals and Trans-gender people, people with disabilities): Individual members of the group are systematically denied privileges and access to information and resources and are continually asked to play the role of victim by: On a personal level: Believing the myths stereotypes and lies; internalizing mistreatment by making limiting or self-destructive decisions based on fear, hopelessness and rage. On an interpersonal level: Behavior that de-values, disrespects, and abuses people in other excluded groups and behaving with disrespect and mistrust toward all members of the included group. On a group level: Perpetuating conformity to negative stereotypes and included group norms, expectations and values, and by punishing resistance through ridicule, rejection, violence and disunity. On an inter-group level: Acting out the myths of scarcity and deserving by competing with other excluded groups, ranking oppressions, and violence resulting in intensification exclusionary practices and oppression and alienating potential allies from both the included group and other excluded groups. On a systemic level: Acceptance of and compliance with exclusionary policies, practices and norms.

Round 1

Some common excluded group dynamics include: • Internalized oppression • Ranking oppressions • Passing (or striving to pass) • Being Tokenized • Stereotyping • Conforming • Invisibility • Aggression • Rebellion • Apathy Common feelings for excluded groups from the injury of systems of exclusion include: Pain, fear, helplessness, disappointment and frustration, shame and humiliation, alienation, rage, hatred, self-hatred, self-disgust and self-doubt, depression, low selfesteem, discouraged, sad and despairing.

Multicultural Resource Center — Talking Circle Program

Middle Groups (e.g. light skinned people of color, Jews, middle-class, working class).

Middle groups by definition have limited privileges and access to information and resources and limited control over the distribution of resources and are continually asked to play the roles of agent or enforcer by: On a personal level: Be numb to the pain and injury caused by the system of exclusion. On an inter-personal level: Limit or avoid close or real relationship with excluded Behavior that has the impact of de-valuing, disrespecting and/or abusing members of excluded groups. On a group level: Rewarding conformity within the limited frameworks of the myths of scarcity, deserving and “us versus them”, win/lose mentality, and punishing non-conformists. On an inter-group level: Ignoring, tolerating and/or supporting the violent suppression of resistance and the perpetuation of the institutions, laws, policies, practices, and cultural norms of behavior that systematically deprive excluded groups of basic human rights and equal participation in control over resources. On a systemic level: Acceptance of, compliance with and reinforcement of exclusionary policies and norms. Acceptance of the role of buffer or enforcer.

Round 1

Some common middle group dynamics include: • Dominance/aggression • Brutality/cruelty • Competitiveness • Discrimination • Tokenizing • Conformity • Internalized mistreatment • Prejudice/bigotry • Making others invisible • Denial Some common feelings for middle groups from the injury of systems of exclusion include: Greed, hatred, disrespect, fear, numbness, alienation from self and others, discouraged, helplessness, depression, shame and guilt about group responsibility, pain, isolation blame, and resentment.

Facilitator's Training Manual

Legitimizing Myths Myth of Scarcity There is not enough to go around so it’s “us against them”. Myth of Deserving/Meritocracy Individuals and groups earn what they have because they are better, smarter, stronger or work harder than others. Myth of Helplessness There is nothing I, or anyone else can do about injustice on such a large scale that can make a difference. Myth of Immunity These issues don’t really affect me. Myth of reverse isms

Round 1

Any attempt to even the playing field is really unfair to the members of the included group.

Key Dynamics Supporting Systems of Exclusion (Racism and other Isms) • • • • • • • 18

Denial Internalized Oppression Passing and Assimilation Ranking Oppressions Tokenizing Stereotyping Invisibility Multicultural Resource Center — Talking Circle Program

What are ’Isms? • Prejudice & bias embedded in societal systems. • Systemic control of information & resources to maintain an advantage over other groups. • Abuse of institutional power to exclude, disadvantage, or exploit people, based on group identity. How do ’Isms Operate? • Discriminatory laws, policies, & practices, that • Reflect the biases of groups with influence & control over societal systems • Maintain access, power & privilege for members of included groups • Deny or discourage access & control for members of excluded groups ’Isms Can Be… • • • • •

Flagrant or subtle Carried out intentionally or unintentionally Unexamined systemic norms Inherited from past practices Hard to recognize and change without assigning blame ’Isms are Taught and Reinforced by… Peers’ & role models’ behavior Cultural myths & stereotypes in media Inaccurate accounts of history Mono-cultural education Organizational norms & barriers Unjust laws & enforcement Unfair distribution of wealth Violence, intimidation & neglect

Round 1

• • • • • • • •

Facilitator's Training Manual

Recommended Discussion Questions: Session One  What came up for you when asked to identify racially or ethnically.  What is race and how did you first become aware of race? How old were you? What was going on?  What do you hope this talking circle on race and racism will accomplish for you and for others? Session Two  What are some examples you’ve seen or experienced of racism? How do you know racism when you see it? (Consider personal, cultural and systemic/institutional examples.)  How do you experience racism (feelings, reactions, assumptions) yourself?  What do you notice happens when trying to communicate about race and racism both in this group and elsewhere? (When is it easy or comfortable, when is it frustrating or difficult?) Session Three  How do you think racism has affected your life (attitudes, feelings, behaviors, relationships, health)?  How do you cope with these affects?  What gives you hope?

Round 1

Session Four  Do you think you are responsible, in any way, for eliminating racism? If so, what do you think you are responsible for doing?  What if anything, makes it hard to do these things?  What, if anything, helps?  What support do you think you need from white people? (race-alike or small group)  What support do you think you need from people of color? (race-alike or small group) Session Five  What is an ally to you? What do you need from an ally? (Pairs/share-out; scribe)  Is there anything you intend to do as a result of these conversations?  What, if any support will you need?

Multicultural Resource Center — Talking Circle Program

Group Discussion Techniques: Technique Circle Check

Use -To get everyone involved -To surface individuals’ feelings and/or thoughts -To dissolve a sub-group

Pairs/Triads

Brainstorming

Small Groups

-To speed up discussion -To offer an opportunity to share observations about the group’s process

-To generate many ideas quickly

-To expand the group’s discussion time -To address special experiences of group members

Large Group Discussion

Round 1

-To increase safety and comfort

-To allow free-flowing conversation -To let everyone hear what is being said.

Facilitator's Training Manual

Opening a Circle Setting Up the Circle Sessions • • • • • • • • • • • • • • •

Arrive 30 minutes before the start time. Create a circle of chairs, usually without tables Decide where you want the easel to be (near a facilitator’s chair). Decide where you can hang up flip-charts; keep them from previous weeks and post them. (use painter’s tape or self-adhesive paper) Set up the refreshment table and put blank name tags, dark wide-tip markers or Sharpies on one corner. Put agendas and any materials each of you is responsible for in a handy spot, (under your chairs, etc.) Print the discussion questions clearly on flip charts, separated in chunks. Put Questions #2-3 on different pages or cover them up until the right time on the agenda.) Leave blank pages between questions to record answers on if need be. Consider whether you need to adjust the temperature in the room. Find out where the restrooms are. Put up a couple of signs to the Talking Circle room on the front door(s) Put on some music and make sure the room looks neat and pleasant. Sit where you can see a clock, or remember to keep track of time. Turn off your cell phone once the session starts. Communicate with your co-facilitator. Decide where team members will sit in the circle. Tips for introducing yourself, and starting personal introductions

Starting the Session:

Round 1

• • • • • • • •

Welcome people as they come in. Ask them to wear a name tag. Encourage them to take refreshments. If some people are missing, wait no more than 5 minutes at session one. Welcome people, introduce yourselves briefly Read Purpose of MRC Talking Circles Watch the time for each section Support each other’s leadership of the group Remember to add confidentiality, use “I” statements, and share the “air” time to working agreements, if the participants don’t.

Put the Four Agreements on Flipchart: • • • • 22

Stay engaged Speak your own truth Be willing to be uncomfortable Expect and accept non-closure Multicultural Resource Center — Talking Circle Program

-Brainstorm any additional agreements: “What else do you need in order to participate fully?” -Establish agreement General Guidelines for Facilitating The basic role of Talking Circle facilitators is to support and guide a conversation on race and racism. This means that facilitators should: • Provide discussion questions • Organize the conversation so that everyone has plenty of “air” time to tell their stories and be listened to • Intervene to support sharing of “air” time, and maintaining a group climate that supports open and honest communication Although it isn’t the facilitators’ role to be teachers or trainers, facilitators should: Participate in the conversation Set a respectful tone and make it safer for participants to tell their own stories Ask follow-up questions for clarification or to encourage people to say more Be prepared to answer the discussion questions and give examples if needed. Share their own stories if there is enough time to do so Provide insight to the group through reflections on their own experience or through summaries of the conversation.

Round 1

• • • • • •

Facilitator's Training Manual

On the following pages are the basic agenda templates for sessions 1-5. Note: Since most talking circles take place in the evening, these templates reflect a 6:30-8:30pm time frame. Session One—Agenda: 6:00 pm 6:30 pm

6:35 6:55

Arrive and Setup Welcome—(5 min) -Purpose of Talking Circles -Background -Role of Facilitators -Handout contact list and ask for corrections Introductions—(15-20 minutes) -Name, where you work and live, how you identify racially and ethnically Four Agreements (Flipchart)—(5-10 min) • Stay engaged, • Speak your own truth, • Be willing to be uncomfortable • Expect and accept non-closure -Brainstorm any others -Establish agreement

7:05

Discussion Question #1 -When asked to identify racially or ethnically, what if anything, came up for you? -What do you understand the word “race” to mean?

Round 1

Pairs—(10 min) Share out—(20 min) (not everyone has to share out) 7:35

Discussion Question #2 -When did you first become aware of race? How old were you and what was going on? Triads—(15 min) Share out—(30 min)

8:20

Discussion Question #3—(10 min) Brainstorm—Record on Flipchart -What do you hope this talking circle about race and racism can provide? (Is there something you hope to learn, develop, heal or accomplish?)

-Hand out Questionnaire, if using it (Because of my race or color….) 8:30 Close 24

Multicultural Resource Center — Talking Circle Program

· Arrange Location · Name Tags for participants · Arrange Food · Hard copies of “Because of my race or color” –enough for each participant · Hard copies of definitions (race, diversity, multiculturalism) · Arrange for child-care if necessary

Facilitator Tasks— · Welcome e-mail to participants (attach four agreements) · Suggested reading for participants -Unpacking the Invisible Knapsack -Racial Binary—White Flight -Cornell West—From Race Matters -Howard Zinn · Make Assignments · Contact List for participants · Fill in Attendance sheet for session one

Round 1

Coordinator Tasks— · Invite participants

Facilitator's Training Manual

Session Two—Agenda Template 6:00 Arrive, Get food, organize child care as necessary 6:30 Check-In—(20-30 minutes) -Welcome -Post and refer to working agreements and goals/expectations. -Post check-in question on flipchart with list of readings -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? 6:50

Discussion Questions #1-3 (Post on flipchart) -How did you score yourself on the exercise (if we use the questionnaire) -What are some examples of racism you’ve see or experienced? (Consider personal/individual, and systemic/institutional examples.) -How do you experience racism yourself? (Consider feelings, reactions, assumptions.) Triads—(20 min) Share out—(30 min) (time can be flexible depending on how the opening goes)

7:40

Discussion Question #4 (Post on flipchart) -What do you notice happens when trying to communicate about race and racism? -When is it easy or comfortable? When is it frustrating or difficult? Pairs—(10 min) Share out—(25 minutes) (Record responses on flipchart)

Round 1

8:15 Handout Definitions on Race and Racism -What are some similarities and differences? -What are some implications of these similarities and differences? 8:30 Close Coordinator Tasks · Arrange food · Name tags · Hard copies of Definitions of Race and Racism (enough for each participant) · Arrange for child care if necessary

Facilitator Tasks · Debrief and Make assignments · Suggested reading to participants -White Man’s Guilt (Baldwin) -Potent Quotes on Race -Quotes from-Can We Talk About Race? -We Need To Really Talk -The land of the not so free (Brouwer) -Paula Gunn -Some Definitions (Race, Diversity, Multiculturalism) · E-mail contact list to participants · E-mail discussion questions (optional) · Fill in Attendance sheet for Session 2

Multicultural Resource Center — Talking Circle Program

Session Three—Agenda Template 6:00 Set-up 6:30 Check-in—(20-30 minutes) -Welcome -Post and refer to working agreements and goals/expectations. -Post check-in question on flipchart with list of readings -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want to say about last week’s questions you didn’t get to say? 6:45 Discussion Question #1 (Post on Flipchart) -How do you think racism has affected your life? (e.g. feelings, attitudes, behaviors, assumptions, relationships, opportunities, etc.) -How do you cope with these affects? Triads—(20 minutes) Full group—(40 min) 7:45 Discussion Question #2 (Post on flipchart) —What gives you hope?

Triads—(15 min) Full group—(30 min) (Record responses on flipchart)

Coordinator Tasks

Facilitator Tasks

· Arrange for food

· Debrief Session Two and Assignments for Session Three

· Name tags · Arrange for child care if necessary

Round 1

8:30 Close

· E-mail suggested reading to participants -What kind of friendship is that -Racism Without Racists, NY Times Op Ed -What It’s Like To Be White in Ithaca -Cornell West—Leadership -Strangers In the Village-David Mura -Racial Microaggressions (link) · E-mail discussion questions · Attendance list for session three

Facilitator's Training Manual

Session Four-Agenda Template 6:00 Arrive 6:30 Check-In—(20-30 min) -Welcome -Post and refer to working agreements and goals/expectations. -Post check-in question on flipchart with list of reading - Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want to say about last week’s questions you didn’t get to say? Note: (If you use a circle check here it will probably take considerably longer than 30 minutes.) 7:00 Discussion Question #1 (Post on flipchart) -Do you think you’re responsible in any way for interrupting or eliminating racism? -If so, what do you think you are responsible for doing? -What if anything, makes it hard to do these things? -What, if anything, helps? Triads—(20 min) Full Group—(30 min) 7:50 Discussion Question #2 (Post on Flipchart) -What support, if any do you want from others? Triads—(20 min) Full-group—(20 min)

Round 1

8:30 Close Coordinator Tasks · Arrange for food · Name tags · Arrange for child care if necessary

Facilitator Tasks · Debrief Session Four and Assignments for Session Five · E-mail suggested reading to participants -Freire, -Tutu, -Herschel Excerpts, -Cornell West—leadership -Who opposed genocide (Brouwer) -Should bigotry be tolerated? Web Link · E-mail discussion question (optional) · Attendance list for session four

Multicultural Resource Center — Talking Circle Program

Session Five—Agenda Template 6:00 Arrive 6:30 Check-In—(20-30 minutes) -Welcome -Post and refer to working agreements and goals/expectations. -Post check-in question on flipchart with list of readings -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want to say about last week’s questions you didn’t get to say? Note: (Using a circle check here will probably take longer than 30 minutes.) 7:00 Discussion Question #1 (Post on Flipchart) -What is an ally to you? -What do you need from an ally? (Pairs) Pairs—(15 min) Full Group—(30 min) Record responses on flipchart 7:45 Discussion Question #2 (Post on flipchart) -Is there anything you intend to do as a result of these conversations? -What, if any support would you like? -What will be your next steps? Pairs—(10 min) Full group—Circle Check—(25 min)

Round 1

8:20 Closing Activity and Evaluation Stand for Circle Check: all answer first question; then all answer second question. -What do you want to leave behind? -What do you want to take with you? -Evaluation Form/Talking Circle Alumni List (does anyone not want to be included? 8:30 Close Coordinator Tasks

Facilitator Tasks

· Arrange for food

· Debrief Session Session Four; assignments for Session Five · E-mail suggested reading to participants -Reading and Resources, -Things to do list -To Do List (Dr. Raible)  E-mail discussion question  Attendance list for Session Five  Handout Evaluation forms to participants  Turn in evaluation forms and attendance list to MRC after Session Five

· Name tags · Arrange for child care if necessary · Evaluation forms for participants

Facilitator's Training Manual

Co-Facilitation Issues To Work Out Together Co-facilitation is shared leadership. The following are issues that facilitators need to pay attention to before an event. Coleaders need to trust each other about these areas.

Nuts & Bolts 1. 2. 3.

4. 5.

Goals: be clear about what they are—what’s the rationale behind this agenda? Roles: Is one person designated as “Lead Facilitator?” Expectations: What do you each expect to have happening at this event? What do you expect of each other? Familiarity with the Content: How will you prepare? Logistics: · Prep time: How much? How many meetings? · Travel to Site: Where is it? When and how will you get there? Are you driving/ flying/walking? Is it accessible? · Materials and tools: What are they? Who will bring them? · De-briefing: When can you meet? For how long?

CLARIFIYING YOUR ROLES, POWER AND AUTHORITY 6. 7. 8.

Round 1

9. 10. 11.

Accountability: Who will be held accountable for the success of the event? The facilitators? The host organization? Your supervisor? Autonomy: How much restriction/resistance is coming from the outside? How much flexibility and autonomy do you have to design this and facilitate it the way you want to? Authority/Decision-making on the spot: Make agreements beforehand on who will decide whether to go overtime, scrap a piece of the design, change the agenda mid-stream, etc. Boundaries: Who will manage which boundaries? (Who’s time-keeper? Who welcomes latecomers in? Who calls for breaks? etc.) Dividing Task Responsibilities: Who will present which parts of the agenda to the group? While one facilitator is “up” in front of the group what will the other facilitator be doing? Frame of Reference: Do you want to divide responsibilities by content versus process? This means that one person presents the content of the material, while the other watches the group process in order to help people learn and participate. Who will pay attention to each? Is one a content expert, or both? Orchestrate in advance.

COMMUNICATION 12.

Personal Style and Facilitation Style: Discuss your differences beforehand, especially your tendencies and comfort about assertiveness, challenging, confronting, correcting, humor, active listening, supporting, quietness. How will you make the most of your differences and similarities? How long will each of you wait before jumping in, taking over, speaking up, etc.?

Multicultural Resource Center — Talking Circle Program

13. 14. 15.

Signals for Communication: How will you check in with each other? How do you look or act when you need help? Conflict: How will you deal with your differences, such as different understanding or interpretations of the conversation, or how the participants are behaving? Is it okay to express differing points of view in front of the group? Interventions: How will you take responsibility for making them? How will you support each other without double-teaming or ganging up on participants?

Round 1

Note: Facilitators often say to one another, â&#x20AC;&#x153;Trust your group.â&#x20AC;? The assumption is that people in a learning group will attempt to take care of issues of safety, and will move in the direction of greater safety. If you can trust that this is their intent, you can view disruptive or difficult behaviors as some insecurity manifesting within the group, and as facilitator, you can try to do something to clarify and manage the boundaries better so that the group feels more secure.

Facilitator's Training Manual

INTERVENTIONS An intervention is an interruption of the group’s process in order to produce • learning, • change, • both learning and change. The focus of an intervention can be: • Personal - addressing an individual, • Interpersonal - addressing interaction(s) between individuals, • Group - addressing a whole group of people, or • Inter-group – addressing interaction between sub-groups or identity groups. Some possible applications of the following interventions and techniques:

Round 1 32

To get everyone participating actively.

To adapt to a time constraint in order to efficiently accomplish a group learning task.

To produce group learning by generating relevant information from participants.

To produce change, understanding or learning in an interaction between individual participants.

Multicultural Resource Center — Talking Circle Program

Interventions/Questions Here are some questions that invite people to say more and may help them to deepen their exploration of their experience Clarifying and Deepening Questions:  I notice that there are people who have been very quiet. Would anyone who hasn’t spoken in a while like to say something?  What happened? What happened then?  Can you say more about that?  May I ask what you meant when you said....?  What did that mean to you? How did you interpret that?  How did you feel?  Is that true for you?  How did that affect what happened afterwards?  What would have preferred?  What did you want?  What stopped you from doing/saying what you wanted to?  What would you do if you knew you couldn’t fail?  What kind of help or support do/did you need?  When you say ..............., what does that mean?  Could you say that/ask that in another way?  How did you learn that? Where did that information come from?  Would you be open to looking at that from another perspective?  It sounds as if ..........; is that what you’re saying? Interventions to stop or interrupt or change the process:  “I’m feeling .......; could we take a short break?”  “I’m noticing the time (...........), and I wonder/think/want to suggest......”  “__________, take a breath for a moment.”

Round 1

Affirming Statements:  “____________, could you go back to something you said earlier? I heard you say .........; etc. “  “____________, I didn’t think you finished what you were trying to say...”  “I’ve experienced that. Has anyone else experienced something similar?  “____________, I appreciate you for saying that.  “____________, that must have been so ...............for you.”  “____________, you didn’t deserve that.”  “____________, that must have taken a lot of courage.”

Facilitator's Training Manual

Tips &Techniques For Reticent people:

• Invite their perspectives • More and longer pauses • More open-ended questions • Keep your comments few and short

For Long-winded people:

• Feel free to interrupt • Use more closed-ended questions • Use restrictive guiders Round 1

Belligerent people:

• Remain calm • Remain respectful • Address them using his/her name

Multicultural Resource Center — Talking Circle Program

Training Agenda

Session I 5:00 Arrival, Refreshments 5:15 Welcome & Introduction Why are you here/what do you want from this training? 5:30 Goal/Purpose of this Training: PPT. slides After hosting talking circles during the spring of 2007 through last month, MRC is continuing with its intention to offer training to people who want to facilitate future dialogues, so that serious conversations for mutual learning and understanding can continue on a community-wide basis. MRC has a longstanding commitment to being a bridge for multicultural understanding, community empowerment and social justice. Around 600 people have participated in circles so far. 5:35 Agenda Overview 5:40 Working Agreements: What do you need in order to participate fully and create a high-trust/low-fear climate? 5:50 Purpose of the Talking Circles (presented to participants at first session) The Multicultural Resource Center is hosting a series of facilitated talking circles on race and racism. We’re envisioning this as a frank, respectful dialogue to provide people with an opportunity for self-reflection, sharing experiences, and influencing each other’s perspectives and attitudes. We wanted to recruit a diverse group of people who could make a commitment to meet together three times to deepen the level of our community-wide conversations on race, and to provide a safe space for each of us to consider taking our next steps. (We sent out some things to read as a way to stimulate the conversations, and while you’re not obligated to read them, anyone who has is welcome to express thoughts and responses.) 5:55 Pairs Discussion: What did you get out of the talking circle? What did you notice us doing? What did you find to be helpful? Distinction between facilitating dialogue v. training/education seminar/workshop 6:10 Understanding Groups (lecture)  5 Levels of Process/Inclusion/Exclusion (10 min)  Different Kinds of Groups workgroups, voluntary/involuntary participation;  Group as a System  Managing the boundaries of a group (20 min)  Stages of Group Development (10 min) 7:00 Break 7:10 Understanding your own role as a dialogue facilitator (20 min)  Create Working Agreements; Manage the air-time and encouraging participation;  Create a high-trust/low-fear, non-blaming climate, don’t make people wrong, meet people where they are.  Listen and respond to what people say  Active Listening Facilitator's Training Manual

Round 1

(Note: These times reflect an evening session)

7:30 Listening Practice: Impact of your identity Pairs: (15 min)  How do you think your racial/ethnic identity may affect participants and how you see your role as a facilitator? (Assuming the group you facilitate is racially diverse)  Debrief 8:00 Diversity, Race, Ethnicity “Racial distinctions are socially meaningful, but not biologically valid.”  A group of people who have been socially defined on the basis of physical criteria, including skin color, hair, and facial features.  Humankind considered as a whole. (Encarta Dictionary)  Defining Inclusion and Exclusion (5 min)  Dynamics of Exclusion and Legitimizing Myths (25 min) (trainers alternate myths and dynamics)  Handout: Definitions of Racism (On PPT. Slide  What definitions have to do with your role as facilitator  People operate from different understandings of the words Racism, racist) so they may not understand each other when they engage in dialogue  Keeping the focus on race and racism, while making the interconnection to other facets of identity and other isms (5) 8:50 Debrief Pick facilitator pairs for practices Session 2. 9:00 Close

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Multicultural Resource Center — Talking Circle Program

6:10 Facilitator Practice—Topic: (pair of co-leaders) Handling the dilemma of white guilt and/or defensiveness: What can make it possible for white people to express their experience of feeling guilt or being defensive in general or in present time, and for people of color to listen without being restimulated and frustrated so that everyone gains something? 5 min- co-facilitator prep 20 min – Group discussion 10 min – debrief and feedback to co-facilitators 6:45 Making Interventions (25 min)  Definition and Purpose of Interventions (Change, Learning, or Both)  Interventions and Questions Use of Silence  What to observe in Groups  Seats of significance 7:10 Break (10 min) (co facilitator prep) 7:20 Facilitator Practice Topic: Emotions: (pair of co-leaders)  How do you react in the presence of others’ strong emotions and feelings? What typically happens to you?  What do you notice yourself wanting to do? Group Discussion (20 min) Debrief and feedback to co-facilitators (10 min) 7:50 Handling Emotions (10 min)  Being in the presence of strong emotions and healing needs  Sharing personal stories and examples, versus doing your own personal work  Meeting your support needs outside the circle. 8:00 Facilitator Practice—Topic: Co-Leadership: Assuming a mixed race/ethnicity and gender facilitation team, what do you need from a co-leader as an ally? 5 min – co facilitator prep 20 min – group discussion 10 min – Debrief and feedback to co-facilitators 8:35 Being an Ally Discussion (10 min)  Supporting people and intervening during the circle  Supporting participants and work between sessions  Ending the circle Facilitator's Training Manual

Round 1

Training Agenda Session II: 5:00 Dinner 5:15 Review/Preview -Questions/comments -Review Working Agreements 5:25 Getting a Talking Circle Started (15 min) Building a Group; logistics, coordination & support of a circle 5:40 What Talking Circle facilitators provide: (10 min) Key Facilitation Skills Discussion Techniques for Encouraging Participation; managing air-time (5 min) 5:50 Co-leading and set up practice group (10 min) Giving and Receiving Feedback (10 min)

8:45 Next Steps for joining a facilitator pool for MRC-sponsored circles (10 min)  Schedule next practice session  Individual interviews and coaching  Co-leading with experienced facilitator (Discussion questions, sample agenda)  Schedule individual interviews and coaching sessions 8:55 Evaluation of Training 9:00 Close

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Multicultural Resource Center — Talking Circle Program

Facilitator’s Guide to Anchoring Round One MRC Talking Circles 2014, Audrey J. Cooper, Laura Branca & Kirby Edmonds

Anchoring Round One

Table of Contents

Introduction

The Anchor’s Role • Working with MRC Coordinator • Meeting with co-facilitator(s)

Preparing for a Circle

Setting Up the Circle Sessions

Starting the Session

General Guidelines for Facilitation • Special Situations • Co-Facilitation Issues • Interventions General Guidelines for Debriefing • Debriefing with Co-facilitator(s) • Guidelines for Feedback

Round 1

Agenda Templates • Session One Agenda • Session Two Agenda • Session Three Agenda • Session Four Agenda • Session Five Agenda

6 6 8 9,10 11

12 12, 13 14 15 16 17

Possible Discussion Questions

Follow-Up with MRC • Return Evaluations, Attendance Sheet • Bring in Flipcharts • Debrief with Coordinator • Share New Resources or Improvements

20 20 20 20 20 20

Instructions for Forms to Use • Participant Contact List • Attendance Form • Evaluation Form

20 20 20 20

Multicultural Resource Center — Talking Circle Program

Introduction

Welcome to the facilitation team. This manual gives an overview of many of the details involved in preparing for and managing Round One of the MRC Talking Circles on Race and Racism™. There are four key roles that make a circle successful: • The MRC Diversity and Inclusion Programs Coordinator, Sarah Reistetter • An “anchor” (lead facilitator) • A co-facilitator • A coach. All facilitators 1. participate in a Round One circle, 2. go through facilitation training and practice, 3. co-facilitate a circle with Laura Branca and/or Kirby Edmonds, who both anchor the circles and coach new facilitators 4. debrief/follow up with Sarah, Kirby and Laura. The MRC Coordinator has primary responsibility for: 1. recruiting participants, 2. recruiting a facilitation team 3. handling logistics (i.e. space, refreshments and child-care) 4. supporting the facilitation team (handouts, participant contact information etc.) 5. debriefing with the facilitation team after the last session

Co-Facilitators: 1. Lead various parts of each session’s agenda and support the participants in their conversations. 2. Help with logistical tasks (e.g. room set-up, emailing readings to participants. The “Coach”: This is an experienced facilitator who is able to provide guidance, mentoring, and technical assistance to less experienced facilitators. As individual facilitators gain experience and confidence, they will be assisted to become coaches.

Anchoring Round One

Round 1

The “Anchor”: 1. Works with MRC Diversity and Inclusion Programs Coordinator, making sure the details of prep, conducting and following up from a circle are handled 2. Organizes assignments, logistics, leads and supports the facilitation team 3. Takes primary responsibility for supporting the circle participants

The Anchor’s Role 1. Coordinating with the MRC Coordinator and Communication with Participants: Although dates are initially set for the talking circles in order to confirm availability of facilitators, dates are not actually confirmed until it is clear that there are enough participants and that the racial mix is appropriate. This means a fair amount of communication with the coordinator in the last two weeks leading up to the first session to make sure that the session will not be postponed or cancelled. This also means keeping your co-facilitators informed about the status of the circle and, with the coordinator, making sure that everyone can adjust their schedules as needed or be replaced with another facilitator. Once the circle is confirmed, then it is important to communicate with the coordinator about the participant contact information so that the team can follow-up the initial welcome message from the coordinator with a welcome message from the facilitation team, the Four Agreements and other optional reading. 2. Meeting with co-facilitator(s): It is important to try to meet with the facilitation team at least one week before the first session so that there is ample time to get the emails out to participants. We generally try to get materials to participants at least three days before the circle is going to start so that they have plenty of time to do the reading. At this first meeting it is important to:

Round 1

• review the agenda at least for session one and make facilitation assignments (sometimes we also make assignments for session 2) • review the role of facilitators • determine everyone’s needs for support as facilitators • decide how and when to schedule debriefing sessions

Multicultural Resource Center — Talking Circle Program

Prep for a Circle: 1. Work with MRC Coordinator on Logistics — Confirm scheduled dates and times — Confirm meeting location; keys? Guidelines re: use of the site? — Will Childcare be needed? Who will provider be? Which room? — Equipment & Supplies (easel, pad, markers, tape, name tags) — Refreshments and supplies—Who will bring these? — Hard copies of handouts—Who will copy and bring these? — MRC free gifts—brochures, books or pamphlets for participants? — Participants without email—How should we contact them? 2. Work with MRC Coordinator on filling the circle: — Recruitment process—Who is handling that? (Coordinator? Circle sponsor?) — Enough participants?(minimum of 9; ideal = 12; maximum of 16) — Good racial balance? — Other factors — Confirmation that circle will run—When will we know? 3. Plan with Co-Facilitator(s) for Session One — Meet in person at least 1 week or more before the first session — Exchange phone numbers (for emergencies or last minute stuff) — Review the Agenda for Session One, and maybe Session Two. — Make assignments for the agenda, and the facilitator tasks.

Round 1

— Review the role of facilitators — Determine everyone’s needs for support as facilitators — Decide when to schedule debriefing sessions (minimum 30-45 minutes) 4. The week before Session One — Get Participant Contact List from MRC coordinator. — Contact participants 3-5 days before Session One by  Email your own Welcome Message with Four Agreements  Send out other optional readings. (you or co-facilitator) — Fill in the Contact List form, and make an Attendance Sheet. — Make sure who will provide an easel, pad, markers, tape, possibly a CD player for music. (Are these available at the site? Will MRC coordinator bring them? Can you or your co-facilitator pick them up at MRC? ) Anchoring Round One

Setting Up the Circle Sessions — — — — — — — — — — — — — — —

Arrive 30 minutes before the start time. Create a circle of chairs, usually without tables Decide where you want the easel to be (near a facilitator’s chair). Decide where you can hang up flip-charts; keep them from previous weeks and post them. (use painter’s tape or self-adhesive paper) Set up the refreshment table and put blank name tags, dark wide-tip markers on one corner. Put agendas and any materials each of you is responsible for in a handy spot, (under your chairs, etc.) Print the discussion questions clearly on flip charts, separated in chunks. Put Questions #2-3 on different pages or cover them up until the right time on the agenda.) Leave blank pages between questions to record answers on if need be. Consider whether you need to adjust the temperature in the room. Find out where the restrooms are. Put up a couple of signs to the Talking Circle room on the front door(s) Put on some music and make sure the room looks neat and pleasant. Sit where you can see a clock, or remember to keep track of time. Turn off your cell phone once the session starts. Communicate with your co-facilitator. Decide where team members will sit in the circle.

Starting the Session:

Round 1

— — — — — — — —

Multicultural Resource Center — Talking Circle Program

General Guidelines for Facilitating The basic role of Talking Circle facilitators is to support and guide a conversation on race and racism. This means that facilitators should: • Provide discussion questions • Organize the conversation so that everyone has plenty of “air” time to tell their stories and be listened to • Intervene to support sharing of “air” time, and maintaining a group climate that supports open and honest communication Although it isn’t the facilitators’ role to be teachers or trainers, facilitators should: • • • • • •

Participate in the conversation Set a respectful tone and make it safer for participants to tell their own stories Ask follow-up questions for clarification or to encourage people to say more Be prepared to answer the discussion questions and give examples if needed. Share their own stories if there is enough time to do so Provide insight to the group through reflections on their own experience or through summaries of the conversation.

Racial imbalance Small number of people of color in group or very few white people in group

Participant(s) come late to the first session A participant misses the first session (though we really try to avoid this, there are circumstances in which the MRC coordinator or the facilitation team gives someone permission to miss the first session)

• Adjust racial balance of facilitation team if possible • Ask other facilitators to join the circle as participants • Intervene to make sure that “air” time is balanced • As soon as makes sense, do another circle check for names and racial/ ethnic identification, and review the working agreements. • Decide if you are willing to let the person come to the circle • Check in to let them know whether they can join the circle (let the MRC coordinator do this if the decision is they can’t come) • Tell participants a new person is coming. • If they join the circle, welcome them to the group, review the working agreements and things people hoped to gain from the circle • Do another circle check with names and racial/ethnic identification • Then move on to the check-in questions Anchoring Round One

Round 1

Special Situations and possible strategies:

Uneven attendance

Journalists or writers are present (Note-taking during session; future use of personal information or stories)

Co-workers, or supervisor and supervisee are present in same circle

Round 1 Participants with unusual emotional needs

• Remember to check the campus schedule when scheduling circles and consider skipping weeks that many students will be gone • Anticipate that students may have exams Tuesday, Wednesday and Thursday evenings and may leave early or not come at all • Include discussion of impact of irregular attendance at de-briefing (e.g. is uneven attendance affecting the group’s conversations/morale?) • Ask participants to e-mail the group if they expect to miss a session • Check-in with missing participants to make sure they haven’t dropped out. • If a participant has missed two sessions in a row consider asking them to drop out and join another circle. • Make sure to cover these issues when talking about confidentiality in the working agreements • You may ask for no note-taking, and clarify wishes about referring to personal stories. Consider checking in with these participants about (either in the beginning or between sessions): • Is it safe to be honest about what’s happening? • Implications for performance evaluation—assurance of no reprisals? • Confidentiality of personnel information—what are the boundaries/ constraints? • Check-in with participants between sessions to make sure they are doing ok • Remember that this not a therapy group • Intervene to make sure that these participants don’t dominate the “air” time

Multicultural Resource Center — Talking Circle Program

The circle is for an existing work group or for staff in an organization

• Depending on the demographic makeup of the organization, it may be necessary to recruit from outside the organization to get a racial mix. • This may have an impact on how safe it is for participants to be honest, which may mean adding more time for individual reflection.

Co-Facilitation Issues: 1. Decisions and Mid-Course Adjustments: As the “anchor”, you should decide up front who will make certain decisions. Facilitators may not always agree about what should happen if the agenda needs to be adjusted (e.g., whether to give more time to a discussion or to move on). You can decide, or delegate decisions, such as: • Whether to skip a question when time is short, or try to squeeze it in. • Whether people should talk in pairs instead of triads because time is short. • Whether you and your co-facilitator should participate in pairs or triads or not. • When you need to break up a “stuck” large group discussion and ask people to talk for a minute or two to their neighbor so everyone can express reactions.

3. Balance and Share Leadership: We ask participants to evaluate how the facilitators worked as a team. There are team behaviors that may have a confusing or distracting impact. With our co-facilitator, we have to model both our individual competence and confidence, and respectful, comfortable communication and cooperation across our differences. • By alternating assignments on the agenda, we are making sure there is a balance of voices in the lead. • Decide on how to cue each other if and when you want the other to say something to/respond to a participant. • Facilitators of color should avoid reinforcing the assumption that they are the “content” experts, i.e., the ones who really know about racism and whose job it is to educate white people. But if a white facilitator is very quiet or appears timid, the team has to strategize so that both of you can provide leadership by sharing examples, stories, etc.

Anchoring Round One

Round 1

2. Time Checks: As the circle “anchor”, you should work out with your co-facilitator(s) communication cues and ways to manage the time: • Decide how to signal each other when it’s time to move to the next discussion • When one of you is participating in a dyad or triad, the other facilitator should keep track of time, and call out when to switch to give partners a turn, and again when there’s one minute left, and when time’s up. Usually, the person who will lead the discussion share-out should opt out of dyads or triads, because it’s too hard to keep track of time while talking or listening to your partner(s).

• White facilitators and male facilitators should avoid behaviors that reinforce assumptions that they are in charge. If a male facilitator has a tendency to use more air-time, want to “rescue” the team when challenged, or takes over when a female facilitator is leading a discussion, the group may accept and expect that because of their gender-role conditioning. Try not to play into these norms and disempower your partner. • Facilitators should exchange honest feedback and strategize to restore balance, e.g., assigning more challenging questions to the woman facilitator, or making other agreements. • Facilitators can support each other’s leadership by referring back to something the other facilitator said last time “I’ve been thinking about, or I was struck by something that ____said last week/earlier tonight. It helped me realize/ remember/understand _____. Or “One of the things I appreciated about ____ story was ____.” “One of the reasons I consider ____my ally is that I can trust him to ____.” Interventions: • An intervention is an interruption in the group’s process. • The purpose of an intervention to create learning, change, or both. Talking Circle participants need facilitators to intervene from time to time. The art of effective facilitation involves finding ways to maintain a “High-Trust/Low-Fear” climate, while fostering greater awareness, insight, understanding, and mutual respect. Most people appreciate gentle reminders or questions that challenge their assumptions when the intent of the intervention is to be helpful. But they tend to resent interventions that seem to disallow their perspectives, silence their voices, or doubt their experiences.

Round 1

When facilitators plan and debrief together, it’s an opportunity to think about how to make future interventions in the circle to address dynamics or behaviors that concern you. As a particular behavior, incident, or pattern occurs in the circle, talk together about whether you just want it to change, you want to help the person/group learn something, or both, and why that seems important to you. • Educational Interventions—sometimes participants really need some information or knowledge that could help them re-think their interpretations. When you think that the only way to have people learn something is to share information and knowledge with them, please also consider whether there is a way to use the group to share the information and examples, or use the readings, or teach by sharing a personal example, rather than by citing statistics, facts, defining terms, etc. This is a major challenge, and something facilitators continue to discuss. • Structural Interventions—to change the physical set up or process, e.g., call for a 10 minute break; ask the large group to talk in pairs for 2 minutes; ask people to change seats; ask people to talk to someone they haven’t spoken to yet; change your own seat, posture, or eye contact. Don’t sit opposite someone who repeatedly challenges you or demands your attention. Sit next to him/her instead. Break eye 10

Multicultural Resource Center — Talking Circle Program

contact with long-winded people. • Evocative Interventions—ask people a question about how they’re feeling, e.g.: “Has anyone else in the circle had a similar experience or concern?” “What does this remind you of?” “How are you feeling?” “What did you feel at the time, and what do you wish you could have done.” “Did anyone besides me have a reaction to the phrase______? What just came up for you?” • Meaning Attributions—share your own interpretation of what you just heard, e.g., “It sounds to me as though that really hurt, and that you made a decision not to trust ____ again.” “It sounds like their words didn’t match their behavior, and it was really humiliating and confusing?” “It seems understandable to me, given the threat of violence you were facing.” “So you’ve really had enough of that situation.” “Sounds like it’s really uncomfortable to think of yourself as one of them, so you don’t.” • Experiential Interventions—share your own experience, e.g., “I’m feeling very excited about some of the things you’ve just said and very encouraged.” “I remembered something that came up last time, and I’m still feeling uneasy about what it means.” • Prescriptive Interventions—give people a direction, e.g., “This coming week, think about this question and come prepared next time to share what you noticed/ came up with/decided, etc.” “Eric, would you go sit next to Joan and tell her how you heard what she said, and how you feel about it?” “Give your partner a chance to talk!”

If you are a mixed-race or mixed-gender team, (and most teams will be), you may want to consider whether or not a white facilitator should challenge a participant of color who is talking a lot, or whether and how a male facilitator should challenge a female participant, etc. Sometimes a white participant can hear an example or a challenging question more easily from a white facilitator. Sometimes a female participant can more readily accept a request to share the air-time from another woman. Interrupting or challenging someone of an excluded identity by a facilitator of included identity can resemble participants’ experience of having been excluded or silenced. However, there shouldn’t be a rule about this, so if facilitators only spoke to people of their own color or gender, it would seem very odd. Obviously, when you’re on the spot, it’s not possible for facilitators to negotiate who should intervene. If you’ve got an idea, try it, but be sensitive to whether your cofacilitator is also trying to intervene, because participants notice how the facilitators behave as a team. Anchoring Round One

Round 1

Consider Your Identities: When an intervention intended to interrupt or stop a behavior is made across race and/or gender differences, it may feel different to participants. There’s an increased risk of it feeling antagonistic, but there may be other good reasons to go ahead.

Round 1

— Consider intervention strategies for next session o What should we do if he calls her an ‘Oriental’ again? o How should we deal with the examples of “reverse racism”? o I’m getting very reactive to ______. Can you try to get her to listen more? o When we ask about racism, ______ gives examples of classism/sexism. Should we let it go, or ask what that example has to do with racism, or try to make the connection ourselves? — Consider whether you should check in with participant between sessions o I’m worried that ____is having a very hard time and seems very fragile. o _____ shared a very troubling situation she’s having at work. She might need some support this week. — Decide discussion questions and assignments for next session o We didn’t have time for Quest. 3; should we ask it at the check-in, or just omit it? o I started this week, so you should open next time. o Do you want to send the readings this time? — If you get stuck about what to do either about the agenda, handling a difficult situation with participants or with co-facilitators, remember that you can call a coach for assistance (Kirby 277-3401, c-339-1457; Laura 2721590, c-339-1186).

Multicultural Resource Center — Talking Circle Program

Agenda Templates with Tasks Session One—Agenda: 6:00 pm 6:30 pm

6:35 6:55

7:05

Discussion Question #1 -When asked to identify racially or ethnically, what if anything, came up for you? -What do you understand the word “race” to mean? Pairs—(10 min) Share out—(20 min) (not everyone has to share out) Discussion Question #2 -When did you first become aware of race? How old were you and what was going on?

Round 1

7:35

Triads—(15 min) Share out—(30 min) 8:20

-Hand out Questionnaire, if using it (Because of my race or color….) 8:30 Close

Anchoring Round One

Coordinator Tasks—

Facilitator Tasks—

· Invite participants

· Welcome e-mail to participants (attach four agreements)

· Suggested reading for participants -Unpacking the Invisible Knapsack -Racial Binary—White Flight -Cornell West—From Race Matters -Howard Zinn · Make Assignments · Contact List for participants · Fill in Attendance sheet for session one

Round 1 14

Multicultural Resource Center — Talking Circle Program

Session Two—Agenda 6:00 Arrive, Get food, and organize child care as necessary 6:300 Check-In—(20-30 minutes) -Welcome -Post and refer to working agreements and goals/expectations. -Post check-in question on flipchart with list of readings -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? 6:50

Discussion Questions #1-3 (Post on flipchart) -How did you score yourself on the exercise (if we use the questionnaire?) -What are some examples of racism you’ve see or experienced? (Consider personal/individual, and systemic/institutional examples.) -How do you experience racism yourself? (Consider feelings, reactions, and assumptions.)

7:45

Triads—(20 min) Share out—(35 min) (time can be flexible depending on how the opening goes) Discussion Question #4 (Post on flipchart) -What do you notice happens when trying to communicate about race and racism? -When is it easy or comfortable? When is it frustrating or difficult?

Pairs—(10 min) Share out—(30 minutes) (Record responses on flipchart) 8:25 Handout Definitions on Race and Racism 8:30 Close

· · · · · · · · · · · ·

Facilitator Tasks Debrief and Make assignments Suggested reading to participants -White Man’s Guilt (Baldwin) -Potent Quotes on Race -Quotes from-Can We Talk About Race? -We Need To Really Talk -The land of the not so free (Brouwer) -Paula Gunn -Some Definitions (Race, Diversity, Multiculturalism) E-mail contact list to participants E-mail discussion questions (optional) Fill in Attendance sheet for Session 2

Anchoring Round One

Round 1

Coordinator Tasks · Arrange food · Name tags · Hard copies of Definitions of Race and Racism (enough for each participant) · Arrange for child care if necessary

Session Three—Agenda 6:00 Set-up 6:30 Check-in—(20-30 minutes) -Welcome -Post and refer to working agreements and goals/expectations. -Post check-in question on flipchart with list of readings -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want to say about last week’s questions you didn’t get to say? 6:45 Discussion Question #1 -How do you think racism has affected your life (e.g. feelings, attitudes, behaviors, assumptions, relationships, opportunities, etc.)? -How do you cope with these affects? Triads—(20 minutes) Full group—(40 min) 7:45 Discussion Question #2 (Record on flipchart) —What gives you hope?

Triads—(15 min) Full group—(30 min)

8:30 Close

Round 1

Coordinator Tasks · Arrange for food · Name tags · Arrange for child care if necessary

Facilitator Tasks · Debrief Session Two and Assignments for Session Three · E-mail suggested reading to participants -What kind of friendship is that -White Children more positive toward Blacks Study -Racism Without Racists, NY Times Op Ed -What It’s Like To Be White in Ithaca -Cornell West—Leadership -Strangers In the Village-David Mura · E-mail discussion question · Attendance list for session three

Multicultural Resource Center — Talking Circle Program

Session Four—Agenda Template 6:00 Arrive 6:30 Check-In—(20-30 min) -Welcome -Post and refer to working agreements and goals/expectations. -Post check-in question on flipchart with list of reading - Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want to say about last week’s questions you didn’t get to say? Note: (If you use a circle check here it will probably take considerably longer than 30 minutes.) 7:00 Discussion Question #1 -Do you think you’re responsible in any way for interrupting or eliminating racism? -If so, what do you think you are responsible for doing? -What if anything, makes it hard to do these things? -What, if anything, helps? Triads—(20 min) Full Group—(30 min) 7:50 Discussion Question #2 -What support, if any do you want from others? Triads—(20 min) Full-group—(20 min)

Coordinator Tasks

Facilitator Tasks

· Arrange for food

· Debrief Session Four and Assignments for Session Five

· Name tags · Arrange for child care if necessary

Round 1

8:30 Close

· E-mail suggested reading to participants -Freire, -Tutu, -Herschel Excerpts, -Cornell West—leadership -Who opposed genocide (Brouwer) -Should bigotry be tolerated? Web Link · E-mail discussion question (optional) · Attendance list for session four

Anchoring Round One

Session Five—Agenda 6:00 Arrive 6:30 Check-In—(20-30 minutes) -Welcome -Post and refer to working agreements and goals/expectations. -Post check-in question on flipchart with list of readings -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want to say about last week’s questions you didn’t get to say? Note: (Using a circle check here will probably take longer than 30 minutes.) 7:00 Discussion Question #1 -What is an ally to you? -What do you need from an ally? (Pairs) Pairs—(15 min) Full Group—(30 min) Record on flipchart 7:45 Discussion Question #2 -Is there anything you intend to do as a result of these conversations? -What, if any support would you like? -What will be your next steps? Pairs—(10 min) Full group—Circle Check—(25 min)

Round 1

8:30 Close Coordinator Tasks

Facilitator Tasks

· Arrange for food

· Debrief Session Four; assignments for Session Five · E-mail suggested reading to participants -Reading and Resources, -Things to do list -John Raible’s To Do list  E-mail discussion question  Attendance list for Session Five  Handout Evaluation forms to participants  Turn in evaluation forms and attendance list to Liz after Session Five

· Name tags · Arrange for child care if necessary · Evaluation forms for participants

Multicultural Resource Center — Talking Circle Program

Follow-Up with MRC Coordinator — Return Completed Evaluations and Attendance Sheet to MRC Coordinator — Let MRC coordinator know if anyone doesn’t want to be included on alumni listserv. — Return participant flipchart input (what we hope to gain, how we are affected by racism, examples of racism, how I cope, what gives me hope, what is an ally?) to MRC coordinator. — Debrief with Coordinator o Review how the sessions went

Round 1

o Share New Resources or Improvements

Anchoring Round One

Possible Discussion Questions: Session One  What came up for you when asked to identify racially or ethnically.  What is race and how did you first become aware of race? How old were you? What was going on?  What do you hope this talking circle on race and racism will accomplish for you and for others? Session Two  What are some examples you’ve seen or experienced of racism? How do you know racism when you see it? (Consider personal, cultural and systemic/institutional examples.)  How do you experience racism (feelings, reactions, assumptions) yourself?  What do you notice happens when trying to communicate about race and racism both in this group and elsewhere? (When is it easy or comfortable, when is it frustrating or difficult?) Session Three  How do you think racism has affected your life (attitudes, feelings, behaviors, relationships, health)?  How do you cope with these affects?  What gives you hope? Session Four

Round 1

 Do you think you are responsible, in any way, for eliminating racism? If so, what do you think you are responsible for doing?  What if anything, makes it hard to do these things?  What, if anything, helps?  What support do you think you need from white people? (race-alike or small group)  What support do you think you need from people of color? (race-alike or small group) Session Five  What is an ally to you? What do you need from an ally? (Pairs/share-out; scribe)  Is there anything you intend to do as a result of these conversations?  What, if any support will you need?

Multicultural Resource Center — Talking Circle Program

Forms to Use Participant Contact List: Instructions: 1. You will find this form among the session one emailed material (along with the readings and handouts). 2. List facilitators first with email addresses and any other contact information anyone wants to provide 3. List participants in alphabetical order. 4. Check with participants at the first session about whether their contact information (spelling of name, email address, etc. is accurate). 5. Check to make sure that email will work as a way to get the readings to everyone. 6. Work out the necessary details for an alternative if email isnâ&#x20AC;&#x2122;t going to work. 7. Let participants know that they can provide any other contact information they wish as an option. 8. Once the final list is determined, email a copy to the MRC coordinator, to the facilitation team and to the participants with the session two reading. Attendance Form: Instructions: 1. You will find this form among the session one emailed material (along with the readings and handouts). 2. Remember to fill in the dates (at the top of the form). 3. Fill in participants names. 4. Remember to indicate who was present and absent at each session. 5. Return the form to the MRC coordinator after the last session. Attendance Sheet Evaluation Form

Round 1

Instructions: 1. You will find this form among the session five emailed material (along with the readings and handouts). 2. If you make the copies, remember to fill in the dates of the circle, otherwise ask the MRC coordinator to do it. 3. Remember to fill in the facilitatorsâ&#x20AC;&#x2122; names for question number five. 4. Please ask participants to complete the form before they leave the last session (before the closing activity) 5. If someone has to leave early, try to remember to give them an evaluation from as they leave. 6. If someone leaves without the evaluation form, it can be e-mailed. 7. If you e-mail the form, you can have the completed form returned to both the MRC coordinator and the facilitation team.

Anchoring Round One

Round 1 22

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

Building Round Two MRC Talking Circles Audrey J. Cooper, Laura Branca & Kirby Edmonds

Building Round Two

Table of Contents

Introduction

Raising and Organizing a Round Two Circle -Recruitment -Preparation and Selection of Facilitators

Process and Agenda Explanations for Generic Round Two -The Process -Session One -Session Two -Session Three -Session Four -Session Five -Session Six

3-6

Agenda Templates for Generic Round Two -Session One -Session Two -Session Three -Session Four -Session Five -Session Six

8-13

3 4 5 5 6 6 6

Round 2

Specialized Round Two Circles -White Allies Circle Agenda Templates Additional Reading and Handouts -Parents and Caregivers Circle -People of Color Circle -City and Regional Planning -Intersectionality

8 9 10 11 12 13 14-3 14-31 15-20 21-32 33 34 34 35-36

Facilitator Training

37-39

Reading and Resources

40-42

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

Introduction What follows is a fairly detailed outline of a transferrable model for MRC Round Two Talking Circles on Race and Racismâ&#x201E;˘. The first step is that a community must put in place the necessary elements for the Round One Circles and have implemented the program outlined in the Round One prototype. The pre-requisite for participating in Round Two Circles is completion of a five-session Round One Talking Circle, because recruitment draws from the circle alumni. Round Two is open to anyone who has been through a Round One. Although occasionally the participants of a particular Round One circle will ask to continue meeting together in a Round Two, Round One Circle participants generally do not go on to Round Two as an intact cohort. To lead these circles effectively, facilitators of Round Two Circles need to be familiar with the elements of structural or institutional racism, and with the healing needs of both people of color and white people. Along with the generic Round Two Circle model, weâ&#x20AC;&#x2122;ve included some instruction for organizing specialized circles.

Organizing a Round Two Circle Recruitment As with Round One Circles, the Program Coordinator handles recruitment of participants, secures a co-facilitation team, and reserves an accessible and convenient location for the circle. Recruitment for a circle typically takes 6-8 weeks. Since Round Two Circle participants have been through at least one Round One Circle, recruitment entails emailing or otherwise contacting list of alumni. It is still important in a generic Round Two Circle for there to be a racially diverse group, so as the circle registration begins to fill, in order to gain the necessary racial diversity the Program Coordinator will sometimes need to contact specific individuals or identity group members to ask if they are interested in attending,.

Facilitators must be experienced co-leaders of Round One Circles. They participate in a Round Two Circle and are then trained specifically to facilitate Round Two Circles. For a generic circle it is ideal (though not essential) to have a racially mixed facilitation team.

Building Round Two

Round 2

Facilitator Preparation and Selection

The Round Two Circle Process: The Goals of Round Two Circles include: · Deepening the conversation on race and racism · Moving participants toward taking action to challenge, eliminate or interrupt institutional as well as other forms of racism

The role of facilitators is essentially the same as for Round One Circles.

The main differences between Round One Circles and Round Two Circles are: • Round Two Circles are typically at least 6 sessions. • There are fewer discussion questions, leaving more time for in-depth discussion. • The discussion questions are explicitly framed to address the impacts of the context of a “shared legacy of white supremacy and racial separation”. White Supremacy: The cultural and institutionally generated and sanctioned beliefs, stereotypes, social conditioning, misinformation, legitimizing myths, policies and practices that assert and reinforce the premise that white skin and European ancestry constitute a distinct racial identity that is not only biologically real, but in comparison to darker-skinned people, is associated with having superior strength and idealized desirability in complex human traits such as overall appearance, health, character, talents, skills and abilities, intelligence, innovation, arts and culture, leadership, industry, goodness, ethics, achievement and contribution to humankind, and therefore, conveys the right of white people to dominance, special advantages and privileges denied to other people. Racial Separation: The physical segregation and social separation and constraints of populations and communities by race, ethnicity and color that have resulted from once-legal segregation, restrictive covenants, state and local ordinances, discriminatory lending, urban renewal, red-lining, blockbusting, white flight, etc. These forms of structural racism have created and reinforced racialized employment patterns, organizational strata, racially separate schools, neighborhoods, districts, and whole counties, producing patterns of greatly diminished or circumscribed social contact across racial identities.

Round 2

• There are fewer readings than for Round One, however the Round Two readings are required, not optional. • In generic circles, some of the pairs and triads are organized in racially separate configurations of people of color and white people in order to increase safety for frank self-reflection and exploration before sharing out across racial differences. • Between Sessions Five and Six, participants are asked to take an action to challenge, eliminate or interrupt institutional racism. 4

Multicultural Resource Center — Talking Circle Program

Process and Agenda Explanations Session One: In the first session it is critical to establish Working Agreements within the group. Participants are asked how they identify racially and ethnically and whether anything has changed in how they answer this question since the Round One Circle. (It is interesting to note that it is not unusual for people to have changed how they identify themselves racially and ethnically. Most participants indicate that whether or not they identify differently, they feel differently about the question and how they identify.) Depending on the group’s responses to the question, “What do you hope to gain from this circle?” facilitators may alter the discussion questions (or time allotted) and/or assign additional reading or videos based on what participants hope to gain. The main discussion question for Session One is: • “How has our shared legacy of white supremacy and racial separation affected the messages you received growing up about both your own and others’ racial identity. Consider, for example, what you learned or were told about worth, beauty, intelligence, character, safety etc.” Participants have been asked to read “Constructing Whiteness” (Judy Helfand) which gives an historical overview of the construction of “whiteness” in the US in the 1600’s. We use the framework of “white supremacy” and “racial separation” as two of the fundamental building blocks of institutional racism. This language is more explicit than the language used in Round One because participants who have been through the Round One and who elect to attend a Round Two Circle are well past denial of the existence of institutional racism, and have recognized the impact of racism and racial separation on themselves personally. In addition, for about 30 minutes of each of the first three sessions, participants who identify as white are asked to talk together separately in race-alike pairs or triads while participants who identify as people of color meet together in pairs or triads. Although “people of color” includes many racial and ethnic groups, our experience is that their experience of racism in the US, where light-skinned privilege is the norm, is distinct from that of white people. Bi-racial or multiracial participants can choose with whom to talk.

Building Round Two

Round 2

When the whole group gathers together to process their discussions, participants are also asked how meeting in racially separate groupings affected their conversation. Generally people report that they feel less inhibited answering the questions, and often share common experiences or perspectives with their partners.

Session Two: In preparation for Session Two, participants have been asked to read “Facts About Structural Racism” (adapted from Dr. Paula Ioanide’s compilation of data based largely on the research of Professor George Lipsitz). This handout provides a series of facts about the disproportionate impacts of institutional racism on white people and people of color, particularly in terms of the accumulation of wealth, clearly illustrating institutional racism as a system of unearned advantage and underserved disadvantage for people based on race. The check-in question is important because it allows participants to share their reflections on the reading and on the discussion questions from the previous week. The main discussion question is: • How has our shared legacy of white supremacy and separation affected you personally? (Consider, opportunities, relationships, attitudes, beliefs, behavior.) This question allows participants to reflect more deeply on the personal impacts of racism. Again, participants meet for 30 minutes in race-alike pairs and triads then share out in the large group. Session Three: The main discussion question for this session is: • How has racism (our shared legacy of white supremacy and racial separation) affected your relationships within your group (as a person of color, as a white person)? You might consider things such as friendship, intimacy, parenting, where you live, who you socialize with, who you feel most comfortable being around, when and why, relationships at work etc., communication (i.e. who you feel comfortable, or uncomfortable talking with about what?) etc. • What do you want for yourself instead? • What do you need to be doing/feeling/thinking to get what you want?

Round 2

Participants are again in race-alike pairs and triads for 30 minutes. This provides some safety for people to talk about the process and impact of internalized oppression and internalized superiority.

Multicultural Resource Center — Talking Circle Program

Session Four The main discussion question for this session is: • How has racism affected your relationships with people outside your racial identity group? You might consider things such as friendship, intimacy, parenting, where you live, who you socialize with, who you feel most comfortable being around, when and why, relationships at work etc., communication (i.e. who you feel comfortable, or uncomfortable talking with about what?) etc. • What do you want for yourself instead? • What do you need to be doing/feeling/thinking to get what you want? This time people are asked to mix racially and meet in pairs and triads for a 30 minute discussion. This is the point at which people begin discussing what it might take for them to begin to eliminate the impact of institutional racism in their personal lives. Session Five: These are the discussion questions for this session. • What actions can you take to eliminate racism or address its negative effects on yourself, others institutions? • Consider things you could do in your personal life (family and friends), at work, and/or in your community. • Is there a first step you can take in the next few days (before our last session)? • What’s in your way? What support, if any would you like from others (particularly others in this group)? People meet for 30 minutes in mixed race pairs and triads, and this is the point at which participants are asked to think about possible action steps and to commit to taking some action in the coming week. Session Six: Main Discussion Questions: • Was there an action you took since session five to eliminate racism or address its negative effects on you, others or an institution? • If so, what did you do?

Round 2

• If so, how did things go? • What’s next your next step? • What support if any would you like from others (particularly people in this group?) This is the point at which participants not only make personal commitments toward action but often make agreements to support each other in the future. Building Round Two

Agenda Templates for the Generic Round Two Talking Circle Session One 6:00 Facilitators Arrive and set up 6:15 Arrive, get refreshments, nametags 6:30 Introductions: Welcome 5 min Circle Check: Share your name, where you live; where you work/spend your days, and how you identify racially and ethnically 6:35

Working Agreements (5 min) • Stay engaged • Speak your own truth • Be willing to be uncomfortable • Expect and accept non-closure • Other additional agreements

6:40 Brainstorm: · What do you hope to gain from this circle? (10 min) Share Out and Record (5-10 min) 6:50 Discussion Questions 1 and 2: Pairs: (10 min) 1. What have you been noticing, experiencing and thinking about since the round one circle? 2. Has anything changed for you when asked to identify racially and ethnically? Share Out (20 min) 7:20 Discussion Question 3: 3. How has our shared legacy of white supremacy and racial separation affected the messages you received growing up about both your own and others’ racial identity. (Consider, for example, what you learned or were told about worth, beauty, intelligence, character, safety etc.) 2s and 3s: Race-Alike groupings (i.e., people of color together, white people together) (30 min)

Round 2

Share Out (40 min) 8:30 CLOSE MRC Coordinator Tasks -Arrange food -Arrange child care if necessary

Facilitator Tasks -Assignments for session one -Schedule debriefing time -Send “Constructing Whiteness” -send discussion questions

Multicultural Resource Center — Talking Circle Program

Session Two

6:00 Facilitators Arrive and set up 6:15 Arrive, get refreshments, nametags

6:30 Check-in (30-45 minutes)

-Review working agreements and goals and expectations (ask if the new people have anything they want to add -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? -Anything else that’s been on your mind

7:15 Discussion Question: • How has our shared legacy of white supremacy and separation affected you personally? (Consider opportunities, relationships, attitudes, beliefs, behaviors.)

2s and 3s Race-Alike groupings (30 min)

Share out (45 min)

8:30 Close

MRC Coordinator Tasks -Arrange food

Facilitator Tasks -Assignments for session one

-Arrange child care if necessary

-Schedule debriefing time -Send “Facts About Structural Racism”

Round 2

-Send discussion questions

Building Round Two

Session Three

6:00 Facilitators Arrive and set up 6:15 Arrive, get refreshments, nametags 6:30 Check-in (30 minutes) -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say?

7:00 Discussion Question: • How has racism (our shared legacy of white supremacy and racial separation) affected your relationships within your group (as a person of color, as a white person)?

2s and 3s Race-Alike groupings (30 min)

Share out (45-60 min)

8:30 Close

MRC Coordinator Tasks -Arrange food

Facilitator Tasks -Assignments for session one

-Arrange child care if necessary

-Schedule debriefing time -Send discussion questions

Round 2 10

Multicultural Resource Center — Talking Circle Program

Session Four 6:00 Facilitators Arrive and set up 6:15 Arrive, get refreshments, nametags 6:30 Check-in (30-45 minutes) -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? 7:15 Discussion Question: • How has racism affected your relationships with others (those outside your racial identity group)? You might consider things such as friendship, intimacy, parenting, where you live, who you socialize with, who you feel most comfortable being around, when and why, relationships at work etc., communication (i.e. who you feel comfortable, or uncomfortable talking with about what?) etc. • What do you want for yourself instead? • What do you need to be doing/feeling/thinking to get what you want?

2s and 3s Mixed-Race groupings (30 min)

Share out (45 min) 8:30 Close

MRC Coordinator Tasks -Arrange food

Facilitator Tasks -Assignments for session one

-Arrange child care if necessary

-Schedule debriefing time

Round 2

-Send discussion questions

Building Round Two

Session Five

7:15 Discussion Question: • What actions can you take to eliminating racism or address its negative effects on yourself, others institutions? Consider things you could do in your personal life (family and friends), at work, and/or in your community. • Is there a first step you can take in the next few days (before our last session)? • What’s in your way? What support, if any would you like from others (particularly others in this group)?

2s and 3s Mixed-Race groupings (30 min)

Share out (45 min)

8:30 Close

Round 2

MRC Coordinator Tasks -Arrange food

Facilitator Tasks -Assignments for session one

-Arrange child care if necessary

-Schedule debriefing time -Send To-Do lists and discussion question

Multicultural Resource Center — Talking Circle Program

Session Six

6:00 Facilitators Arrive and set up 6:15 Arrive, get refreshments, nametags 6:30 Check-in (30-45 minutes) -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? 7:15 Discussion Question: • Was there an action you took since session five to eliminate racism or address its negative effects on you, others or an institution? • If so, what did you do? • If so, how did things go? • What’s next your next step? • What support if any would you like from others (particularly people in this group?) 8:15 Evaluation and Wrap-up

8:20 Closing Activity—People stand in a circle, and each takes a turn sharing: -Something you want to leave behind (i.e., let go of) -Something you want to take away with you

MRC Coordinator Tasks -Arrange food

Facilitator Tasks -Assignments for session six

-Arrange child care if necessary

-Schedule debriefing time

Round 2

8:30 Close

-Bring Evaluation Forms

Building Round Two

Specialized Round Two Circles

White Allies This circle is designed for white people and has the explicit goals of taking action as white allies and activists to dismantle institutional/structural racism and examining: • the impact of racism on their relationships with each other and with people of color • Institutional and Structural Racism • Vision of how we want it to be The framework is very similar to the generic round two except there is time build into the agenda for culture sharing in order to build trust and contradict the framing of white identity as negative.

Sessions One begins to contradict the framing of “all” white people as “the oppressor” by allowing participants to notice what they value about their heritage and identify what they know about white people who have challenged, confronted, and fought against racism.

Session Two begins unpacking the dynamics of racism introducing the profiles of “included and excluded groups”.

Session Three begins to explore the impact of “racial separation” on relationships across race and begins to identify the ways that white people are injured by racism. The aim of these sessions is to contradict the idea that racism does not have negative impacts on white people.

Sessions Four begins a discussion of institutional racism, how it works, how it is structured, and what it might take to dismantle institutional racism.

Round 2

Sessions Five and Six focus on supporting participants in developing individual plans for taking action to confront, challenge and begin to dismantle institutional racism where they see it in their lives.

Multicultural Resource Center — Talking Circle Program

Agenda Template Session One-White Allies 6:30 Welcome, Goals, Four Levels (10 min) • Understand Institutional Racism more deeply, especially how it works in our community. • Understand what it means to be a white ally, and roles we can play • Support our taking action individually and collectively, to dismantle structural / institutional racism. • Briefly explain and post the 4 levels of racism (Personal, Interpersonal, Group, Inter-group, Institutional) 6:40 Introductions: (30 min) Name, Where you live / work, Where did your people come from? Ethnic lineage? Tell us something about your mother’s mother. 7:10 Working Agreements 7:15 Goals (10 min) Circle Check: What do you hope to gain from this circle? What are your hopes and fears? 7:25 Valuing Where We’ve Come From Triads (10 min) 1. Share something you love / appreciate about your people. What have you learned from your people that you value / would never want to lose?: Share out in large group (25 min) (record on flipcharts) 1. Initial Responses 2. What did you notice? Any feelings? Any surprises? Did you notice any patterns among all our answers? 8:00 Celebrating White Allies When did you first become aware in a way that was meaningful for you, of white people standing up against racism and advocating for the rights of people of color? Is there any white person or group, a famous or in your own life, that has especially inspired you with their willingness to challenge racism? Pairs (5 min) 8:25 Wrap-up (5 min) • Suggest option for 2 people to bring something to share next time: Something that is meaningful to you from your background, that you grew up with, and/ or was created by white people – a poem, memory, song, story, etc. • In one sentence or less, share something that is fresh for you about your experience tonight. 8:30 Close MRC Coordinator Tasks -Arrange food -Arrange child care if necessary

Facilitator Tasks -Assignments for session one Reading to send: “Constructing Whiteness” Building Round Two

Round 2

Share out (20 min)

Agenda Template Session Two — White Allies 6:30 Welcome, refreshments. (10 min) 6:40 Heritage sharing (5 min) - Time for two people who brought something to share. 6:45 Reflections of the previous session. (15 min) Any thoughts that have come up since then, or on resources 7:00 Excluded Group Identity Experiences (20min) Talk about your experience of being in an excluded group identity (e.g. woman, LGBT, disability, child, elderly) in pairs- (10 min) Share out in large group (10min) (record on flipcharts) 7:25 Included Group Identity Profiles (25 min) Think about how people behaved who were the included group opposite your excluded group identity (e.g. men, adult, able-bodied, heterosexual) What specific behaviors did you notice? Pairs (10 min) Circle Check (15 min) (record on flipcharts) 7:50 White Identity (30 min) Look at included group behaviors and recognize it is all true about you as a white person. What are your reactions? What did you notice about yourself? Which is hard to accept about what you do? What do you need to work on? Pairs (10 min) Share out. (20 min) 8:20 Closure (10 min) This is a process to help us open out eyes. We are all in this together. This is how change happens. Think of and write down just for yourself one thing that you could do in the coming weeks to change your own privileged behaviors that might feel authentic rather than guilt driven. Optional: share out Then: In a sentence or less, share something that is fresh for you about your experience tonight.

Round 2

8:30 Close MRC Coordinator Tasks -Arrange food -Arrange child care if necessary

Facilitator Tasks -Assignments for session one Reading to send: “Facts About Structural Racism: Five Levels Handouts: • Included/Excluded Group Identities

Multicultural Resource Center — Talking Circle Program

Agenda Template Session Three — White Allies 6:30 Welcome (10 min) 6:40 Heritage Sharing 1 or 2 people share from their heritage (5 min) 6:50 Check-In Ask group for their reflections on the previous session, optional resources, or any thoughts that have come up since then. (15 min) 7:05 Relationship-Building Across Race: (40 min) It is often difficult for white allies to form authentic relationships with people of color. What gets in the way? What is necessary? What has worked? Talk in 3s (10 min) Large group share out—Record on flipcharts (30 min) 7:45 How Racism Hurts (30 min) [Possibly introduce the language “white supremacy and racial separation” and begin substituting that for “racism” in this session. See definition on page 4.] Brainstorm: How have we been hurt by racism in general? Record on flipcharts; circle painful things on the list. Share out about what is painful. (20 min) 8:15 Closure: (15 min) What does healing look like? What would you need? What could we do for each other? (10 min) In a sentence or less, share something that is fresh for you about your experience tonight. (5 min) Homework: Read and fill out the Checklist for Allies. Reflect: What does it mean to me to be a White Ally and what are some roles that we/I can play?

MRC Coordinator Tasks -Arrange food

Facilitator Tasks -Assignments for session one

-Arrange child care if necessary

Handout: “Checklist for White Allies”

Building Round Two

Round 2

8:30 Close

Agenda Template Session Four — White Allies 6:35 Welcome, greet everyone, refreshments. Review (and amend) goals & guidelines (5 min)

6:40 Heritage Sharing (10 min) 2 people share from their heritage 6:50 Check-In (15 min) 7:05 Introduction to Institutionalized Racism/Structural Racism (30 min) Thoughts about what this means. What is it? Where & how does it show up? (Record on flipcharts) (10 min) What are the institutions around us? Name some of them. Where does racism show up in their norms, laws, structures, policies, practices? (10 min) —Facilitators: Introduce white supremacy and racial separation language, if not already done in session three. See definition on page4 Review Five Levels of Oppression: Personal, Interpersonal, Group, Intergroup, Institutional What happens if you try to change the 4th level without working on the first three? (10 min) 7:35 How Institutional Racism Works (25 min) How do our included group behaviors on personal, inter-personal and group levels support intergroup/institutional racism? Think of at least one example of how it works in an organization you are affiliated with. (Use Four levels of oppression handout as a reference) Pairs or Triads (10 min) Share out (15 min) All 3 of these levels hold structural racism in place. Look at our list about how structural racism shows up and see how the 3 levels hold it in hold it in place. Changes in the first three levels are necessary but not sufficient to dismantle structural racism. 8:00 Dismantling Institutional Racism (25 min) What does dismantling Institutionalized Racism look like? What will it take? What might it look like in one of the institutions that you’re affiliated with? A few words, (Focus on organizational level, not personal, interpersonal, intergroup)

Round 2

Group Discussion and Record on flipchart. 8:25 Closure: (5 min) In one sentence or less, share something that is fresh for you about your experience tonight. 8:30 Close MRC Coordinator Tasks -Arrange food -Arrange child care if necessary 18

Facilitator Tasks -Assignments for session one Handout: Five Levels

Multicultural Resource Center — Talking Circle Program

Agenda Template Session Five — White Allies 6:30 Welcome (5 min) 6:35 Heritage Sharing (10min)) 2 people share from their heritage 6:45 Check-In (15min) 7:00 Dismantling Institutionalized Racism/Structural Racism Action Plans – Case example (30)

Review hand-out Creating an Inclusive Organization. Work together as a large group to develop an action plan for an organization. Use newsprint with action plan questions and hand-out (Record on flipchart)

7:35 Individual Action planning (20 min) Distribute Handouts My Anti-Racism Action Plan and Twelve Anti-racism Actions Everyone identifies one action and works individually to develop plan. 7:55 Action Plan Share out (30) Small groups Everyone briefly shares out about their plans. Choose one plan in each group to give group feedback and develop in detail as a group. 8:25 Closure: In one sentence or less, share something that is fresh for you about your experience tonight (5 min) 8:30 Close Facilitator Tasks -Assignments for session one Handouts: • Creating an Inclusive Organization • My Anti-racism Action Plan • Twelve Anti-Racism Actions

Round 2

MRC Coordinator Tasks -Arrange food -Arrange child care if necessary

Building Round Two

Agenda Template Session Six – White Allies 6:30 Welcome (5 min) 6:35 Heritage Sharing (10 min) Two people share from their heritage (Facilitators can have the option of taking their own turns) 6:45 Individual Action planning (45) Continue working with handouts: My Anti-Racism Action Plan and Twelve Antiracism Actions, to those who need it. Everyone works individually to develop plan (10 min) In two small groups, people share and get feedback on what needs clarification, filling out, etc., in their plan. —Facilitators each facilitate a group If this has already happened in session five- you can continue with the feedback 7:35 What does it mean to me now to be a White Ally? (45) Discuss being a white ally on all 4 levels-personal, inter-group, group and institutional. How has it changed for you since the beginning of the Circle? Pairs(10) Circle Check (30) 8:15 Closure: (10 min)

In one minute say what you need for support as a white ally.

8:25 Fill out evaluations. 8:30 Close MRC Coordinator Tasks -Arrange food

Facilitator Tasks -Assignments for session one

-Arrange child care if necessary

Handouts: • My Anti-Racism Action Plan

Round 2

• Twelve Anti-racism Actions • Evaluation Form

Multicultural Resource Center — Talking Circle Program

Reading and Handouts:

White Allies Talking Circle on Race and Racism

Additional Reading: Five Levels Creating an Inclusive Organization

Handouts: Included and Excluded Groups Checklist for White Allies Twelve Racial Justice Actions

Round 2

My Anti-Racism Action Plan

Building Round Two

Five Levels of Process Human experience can be described in terms of the following five levels of process. All “isms” have significant impact at each level. In order for that impact to be addressed most effectively, change must occur at each of the five levels. Internal/Personal: What is happening inside a person: Isms have a significant impact on our internal experiences (our thoughts, feelings, values and behaviors) as well as our sense of what we are entitled to as individuals. Whether or not we are aware of the impact, how individuals respond to the impact of impact can have a profound effect on a person’s health and well-being.

Inter-personal: What happens when two people interact: This is often the level that people notice and describe most easily when paying attention to how isms get expressed. At this level there is a dynamic interplay between two individuals’ perceptions, assumptions, attitudes, feelings and behaviors. They are also reacting to each other’s relative capacity to control which roles each is assigned or asked to play in relation to the other (e.g. role of victim or role of collaborator or agent in the exclusion, leader to follower, etc.)

Group: The very complex dynamics and behaviors by which individuals

who share a common identity determine and maintain the group’s culture and norms.

Inter-Group: The interaction between groups: People often have difficulty noticing their participation and connection to isms at this level because the impact on their group or other groups may seem more impersonal or indirect. Nevertheless, this is the level at which a group’s inclusion or exclusion from cultural or institutional control results in unequal distribution of essential resources among all people in society.

Round 2

Systemic/Institutional: This level of process refers to large systems

(e.g. education, health care, religion, government, criminal justice, military, judiciary, industry, corporations, economic systems, etc.) that affect all segments of society regardless of group identity and to how those systems are organized and behave.

Multicultural Resource Center — Talking Circle Program

Overview: Creating an Inclusive Organization Summary and excerpts from Creating Inclusive Organizations: Aligning Systems with Diversity by Susan Woods. In 1998 Cornell University held a workshop that focused on the question: What would an inclusive workplace be like? Ideas generated from those discussions created a framework for inclusion beyond a focus on personal/interpersonal relations. Diversity is “the spectrum of human similarities and differences. Diversity implies a multiplicity of perspectives and “ways of doing things’ informed by the diverse histories, cultures, and experiences that people bring to the workplace.” “Inclusion describes the way an organization configures opportunity, interaction, communication and decision-making to utilize the potential of its diversity. It challenges individuals to develop an expanded set of awareness, interpersonal and leadership skills, including open-mindedness, curiosity for learning about others, flexibility, dialogue rather than debate, tolerance for ambiguity, understanding, fairness, and consistency without imposing sameness. to mention a few.” Is the organization able to operationalize learning from its diversity and convert multiple perspectives into improved performance outcomes? If people at all levels of the organization do not feel valued and respected for who they are, they will limit their contribution of skills, knowledge and insight...” Twelve attributes of an inclusive organization: 1. Visible and invisible heterogeneity are present throughout all programs and at all levels of responsibility. 2. All employees are viewed and respected as whole persons with identities and family lives that extend outside the organization and, to the greatest extent appropriate, are free to behave truthfully in the work environment. 3. All employees have equitable access to opportunities for personal and professional growth. 4. Offers effective adaptations for persons with diverse physical and developmental abilities in order to eliminate barriers and open opportunities. 5. Communication and information flow from all directions, in all directions and across all levels of responsibility.

7. Employees at all levels are accountable and responsible for upholding organizational values and achieve clear organizational goals and objectives. This is reflected in relations with customers, vendors, suppliers, partners, funders and the public. 8. The organization acknowledges that every employee is a learner and a teacher and creates a culture that prioritizes continuous, collaborative, cross-organizational learning. Building Round Two

Round 2

6. Systems are in place to recognize, acknowledge and reward contributions and achievements of employees at all levels of responsibility.

9. Traditional and non-traditional skills, aptitudes, educational experiences, bases of knowledge, personal potential and life experiences of each employee is valued and utilized. 10. The explicit and implicit culture of the organization is acknowledged; this culture supports organizational values and synthesizes diverse perspectives. 11. Progressive conflict resolution is used to empower all employees to work collaboratively to solve problems and resolve interpersonal conflicts. 12. Alliances are forged in the community to expand outreach to diverse communities, widen opportunities, enhance access and promote understanding to overcome prejudice and bias. Summary and excerpts from The Path from Exclusive Club to Inclusive Organization: A Developmental Process, by The Kaleel Jamison Consulting Group “An Inclusive organization encourages individuals of all identity groups to contribute all their talents, skills, and energies to accomplishing the organization’s mission and key strategies.” Organizations, like people, undergo a developmental process in order to create an inclusive culture. This does not happen overnight. Developmental Stages: Stage 1: Exclusive/Passive Clubs Organization started as small, monoculture group. Founders hired people with whom they felt comfortable, policies and culture tended to reflect the needs and experience of founding members, perpetuating their approach. Many of these policies and practices probably still exist. Stage 2: Symbolic Difference Open the doors to outsiders, usually because of external pressures, but newcomers expected to fit in and to leave differences outside. Newcomers (“tokens” or “pioneers”) must make many sacrifices that those in the prevailing culture rarely see or understand. Continues to be avoidance of differences, “We are all the same” mindset. Newcomers do not feel free to express themselves freely. The more people with differences learn to blend in, the more they are welcomed. Barriers to true performance and ability to contribute need to be honestly assessed and removed if the organization is going to move to becoming more diverse and inclusive.

Round 2

Stage 3: Critical Mass. As organizations continue to add new members who are different, old norms and stereotypes no longer fit, but there are no new standards and procedures to take their place. Tolerance for individual and group differences becomes of major importance. Need for greater tolerance for uncertainty, risks, new behaviors, mistakes and conflict. Need a plan for strategic culture change or confusion will reign. Complaints of favoritism, reverse discrimination or lowered standards are common. However, this is also an opportunity for the traditional group to find greater freedom within the organization and to express their own range of diversity. This is a stage where real change can take place-in the systems, mindsets, and behaviors that define the organization. A committed, core group for change is essential; 10-15% of 24

Multicultural Resource Center — Talking Circle Program

organization with a credible voice is enough to shift the organization. This group needs to be well-trained, educated, aligned with the direction of the organization and must develop the mindsets and behaviors needed. Stage 4: Welcoming As the organization develops new structures, norms, values, procedures and rewards that tap the added value of diversity, tolerance gives way to welcoming. Integral to a Welcoming environment is recognition of the presence of systemic barriers and discrimination. All aspects of the organization are examined to identify the structures, procedures and norms that impede people’s ability to contribute. People find it safer to speak up about obstacles to inclusion and the organization finds it easier to recognize and address these issues. This is the opportunity to truly redefine the organization and how it operates. As differences are welcomed, it becomes possible to see beyond them. People begin finding multiple ways of connecting with each other. Instead of sticking to culturally defined or stereotyped interactions or fear-driven avoidance, people find many areas of commonality and common ground. Leadership should work with pockets of readiness (parts of the organization ready to move faster than the larger organization) and publicly reward work-units that have adopted inclusive practices while, at the same time, aggressively pursuing ongoing diversity and skills enhancement for the organization’s entire membership. Stage 5: Inclusive Organization sees and utilizes diversity as a fundamental enhancement, not as an obstacle to be overcome or a condition to be managed. Employees seek to tap their diversity, not merely survive it. In an inclusive organization diversity is seen as a necessity, not a luxury; mono-cultural groups are seen as inherently deficient.

Round 2

An inclusive organization encourages individuals of all identity groups (e.g., class, age, mental ability, physical ability, sexual orientation, age, gender, racial and ethnic groups [Jackson, 1993]) to contribute all their talents, skills and energies to accomplishing the organization’s mission and key strategies. Critical to creating an inclusive organization is that the right people are doing the right work at the right time. No longer can an organization operate from a “business as done in the past” framework. As one leader recently said as the organization was undertaking a significant inclusive effort: “Inclusion changes everything—how we make decisions, who comes to meetings, how we evaluate performance and how we work together.” To create an inclusive organization means addressing many of the aspects of the culture that were once taken as givens.

Building Round Two

Checklist for Allies Against Racism Revised April 2009-John Raible Think about how often and how consistently you do any or all of them. Part 1

Round 2

_____ I demonstrate knowledge and awareness of the issues of racism. _____ I continually educate myself about racism and multicultural issues. _____ I recognize my own limitations in doing anti-racist work. _____ I raise issues about racism over and over, both in public and in private. _____ I realize “it’s not about me” personally. I can be objective and avoid personalizing racial issues as they are raised in conversation. _____ I can identify racism as it is happening. _____ At meetings, I make sure anti-racism is part of the discussion. _____ I can strategize and work in coalition with diverse others to advance anti-racist work. _____ I attend to group dynamics to ensure the participation of people of different races. _____ I support and validate the comments and actions of people of color and other allies (but not in a paternalistic manner). _____ I strive to share power, especially with people from marginalized groups. _____ I take a personal interest in the lives and welfare of individuals of different races. _____ I use my privilege to communicate information from the dominant group to marginalized groups. _____ I hold high expectations for people of color and for white people. _____ I reach out to initiate personal contact with people of different races. _____ I listen carefully so that I am more likely to understand the needs of people from marginalized groups. _____ I can adopt and articulate a person of color’s point of view when it is useful to do so. _____ I can accept leadership from people of color as well as from white people. _____ I work side-by-side with people of different races on tasks, projects, and actions. _____ I debrief with people of different races to give and receive “reality checks” and affirmations after meetings, events, and actions. _____ I readily understand—with no explanations necessary—a person of color’s position or perception. _____ I have joking relationships with individual people of color and with white people. _____ I can vent with and be present emotionally when individuals need to express feelings about racism. _____ I debate issues with both people of color and white people and take their ideas seriously. _____ I take risks in relating to people across lines of difference. _____ I demonstrate shared values with people from various communities, for example, impatience with the pace of change, anger at injustice, etc. _____ I know the private lives of families and friends who are people from different backgrounds. _____ I can relax, socialize, and feel at ease with people of color and with whites. 26

Multicultural Resource Center — Talking Circle Program

Checklist for Allies Against Racism

Part 2 - The following are some problem areas where individuals sometimes get stuck. These were developed specifically for white individuals. Do any of these apply to you? _____ I am not clear on the labels people of color prefer to use to identify themselves. _____ When people of color point out racism as it is happening, I feel personally attacked. _____ I rely on people of color for education about my own (and institutional) racism. _____ I use meeting time to establish my anti-racist credentials. (e.g., recounting stories about how I “marched in the Sixties” or about my activist years in college). _____ It is important to me to point out examples of “reverse racism” when I see them. _____ I have been told I act in a racist manner without knowing it. _____ I speak for people of color and attempt to explain their positions. _____ I view myself as a mediator between people of color and other whites. _____ I see my role as interpreting the behavior of people of color for other whites. _____ I prefer to spend time and energy dealing with my personal feelings and issues rather than moving the anti-racist agenda forward. _____ I intellectualize about the struggle rather than live it daily. _____ I wait for people of color to raise white people’s awareness. _____ I know fewer than five individual peers of color intimately (i.e., adults, not younger students or children). Part 1 of the checklist is intended to identify general anti-racist behaviors that individuals can take to act as allies against racism. Part 2 details some problem areas to avoid. While originally developed to answer questions from white teachers and parents about anti-racist steps they could take, I see this checklist as applicable to individuals of all racial or cultural backgrounds. The main goal is to develop relationships of solidarity, mutuality, and trust, rooted in a praxis of intentional anti-racist thought, action, and reflection. When I observe people consistently taking the above steps (in Part 1), I recognize that that they “get it” when it comes to race and racism.

Round 2

For more information and permission to reprint, contact Dr. Raible by email at jraible3@unl.edu. From the blog: John Raible Online at http://johnraible.wordpress.com/

Building Round Two

Talking Circle on Race & Racism for White Allies Twelve Possible Actions to Address Institutional Racism 1. Volunteer to be trained as a Fair Housing Tester. FH Testing is done to uncover evidence of housing discrimination by showing how individuals belonging to different groups may be treated while posing as housing seekers. In order to have a systemic impact, however, take the time to receive the appropriate training. For information about how to become a trained Fair Housing Tester, contact the Tompkins County Office of Human Rights (OHR). 2. Go to local stores, notice and document who is followed by store clerks and who does not. Consider a plan of action. Note: When it comes to public accommodation discrimination, the Office of Human Rights does not have the power to file complaints on behalf of persons “witnessing” unequal or disparate treatment. In most cases, only the person who is discriminated against (i.e., complainant) may have standing to file a complaint with OHR. 3. Notice how people of color are represented in local media- newspapers, radio, TV. Document negative vs. positive stories. Make a plan of action to address any biases. Consider publicizing results. 4. Establish an annual award for cultural competence. Consider engaging varied groups in sponsoring the award and asking the Chamber of Commerce to host the award. Give it to local businesses or organizations that have successfully hired a diverse group of employees and created a supportive work environment. Publicize winners widely. 5. Choose an organization with which you are closely affiliated. Notice how inclusive it is in its hiring, leadership, outreach, programs, decision-making, etc. Develop a plan for making it a more inclusive. Utilize the checklist and resources as a guide. 6. Investigate whether contributions of people of color and white allies are included in U.S history curriculum in a local public school. Consult local experts. Find resources. Make a plan to get the school to address any omissions or distortions. 7. Do an inventory of local stores to look for: dolls with diverse range of skin tones, books, postcards, greeting cards and posters representing diverse people and in several languages, black hair care products, staple foods from many cultures, Band-Aids in a range of skin tones, music from a variety of cultures. 8. Help people of color and white allies get elected to local political positions. 9. Find a group or organization run by people of color or that is fighting systemic racism. Get to know its goals, programs, people, and needs. Find appropriate, respectful ways to offer resources you have available such as time, skills, or money. 10. Research and compare local quality of life indicators by race: home ownership rates, credit denial rates, school dropout rates, poverty, incarceration, etc. Make a plan to bring disproportionality to the attention of proper authorities.

Round 2

11. Make an effort to read and assess local anti-discrimination laws (i.e., County and City both have discrimination laws on the books). Do local laws mirror the protections provided for in state and/or federal civil rights laws? Do the laws provide for adequate enforcement powers to assure complaints are processed in an impartial, transparent, and efficient manner? For information about these local laws can be revisited to become more inclusive and impactful, contact the Tompkins County Office of Human Rights. 12. Attend County, City, Town, Village public meetings (especially during budget season) to express your support for departments and agencies that tend to address issues related to poverty, social justice, equal protection, and human rights.

Multicultural Resource Center — Talking Circle Program

My Anti-racism Action Plan Problem Statement:

Levels of Oppression:

What do you want to achieve?

Who will be involved?

Name measurable result

How will I engage them?

Personal: Individual beliefs, feelings, values, thoughts, motivations, assumptions, personal norms

Interpersonal: How we treat each other, what we do that affects others, our behaviors

Group: How members of a group interact with others in the same group, norms of a group

Intergroup: How members of different groups interact with each other across the difference

Round 2

Institutional/Structural: How groups interact, how resources are distributed, which group has the power, how institutions get set up, norms, policies, laws

Building Round Two

Where will it happen? Levels of Oppression: Personal: Individual beliefs, feelings, values, thoughts, motivations, assumptions, personal norms

Interpersonal: How we treat each other, what we do that affects others, our behaviors

Group: How members of a group interact with others in the same group, norms of a group

Intergroup: How members of different groups interact with each other across the difference

Round 2

Institutional/Structural: How groups interact, how resources are distributed, which group has the power, how institutions get set up, norms, policies, laws

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program

When will it happen?

Levels of Oppression:

What barriers or obstacles must I overcome?

I will have succeeded whenâ&#x20AC;Ś

Personal: Individual beliefs, feelings, values, thoughts, motivations, assumptions, personal norms

Interpersonal: How we treat each other, what we do that affects others, our behaviors

Group: How members of a group interact with others in the same group, norms of a group

Intergroup: How members of different groups interact with each other across the difference

Round 2

Institutional/Structural: How groups interact, how resources are distributed, which group has the power, how institutions get set up, norms, policies, laws

Building Round Two

Parents and Caregivers This circle was specifically designed for parents and caregivers who have been through a Round One Circle. Although the basic framework for the circle is essentially the same as for the generic Round Two, there are some critical differences because the additional goal for this circle is: · How as a parent or caregiver to best relate to our children and help them understand and negotiate the reality of institutional racism in their lives. Session One is essentially the same as the generic Round Two, except that the question about racial and ethnic identity includes people in one’s immediate family because many participants have family members, including children, who have a different racial or ethnic identity than themselves. Session Two: the main discussion question is: • How has our shared legacy of white supremacy and racial separation affected you personally? (Consider opportunities, relationships, attitudes, beliefs, behavior.) • How has this affected you as a parent? • What do you want to heal, let go of, strengthen or develop to deal with racism in a healthier, more effective way? Session Three: The main discussion questions are: • How is the legacy of white supremacy and racial separation affecting your kids? • How do you want them to recognize, understand and possibly respond to what they’re experiencing? • What support do they need? Session Four: The main discussion question includes —How has racism affected your children? Session Five: The main discussion question for Session Five is significantly different from the generic round two. It is: • How is the legacy of white supremacy and racial separation showing up in school and/ or other systems that affect your family (law enforcement, healthcare, human services, access to credit, employment, etc.)

Round 2

• What changes do you want to see, and what actions have you considered? • What support do you need from others, in this group and outside, to take positive action? Session Six: uses the same discussion questions as the generic Round Two.

Multicultural Resource Center — Talking Circle Program

Round Two for People of Color The discussion questions for this circle are essentially the same as for the generic Round Two, but participants are able to explore internalized oppression in much greater depth and tend to discuss healing needs with each other with a great deal more candor than in the mixed-race circle.

Structural Barriers to Equity in Planningâ&#x20AC;&#x201D;City and Regional Planning This is a particularly unique circle designed for both graduate and undergraduate students in Cornell Universityâ&#x20AC;&#x2122;s City and Regional Planning Department. It is a onecredit course, so there is a great deal more required reading than in the generic Round Two Circle. The course is seven sessions long. Session designs include the same questions used in the generic Round Two, however, this circle course also has the goal of helping students learn facilitation skills for inclusive, participatory planning processes. This means that the role of the Course Instructors/Circle Facilitators is quite different, since the facilitators for this circle also have to have the expertise to teach facilitation skills and designing small and large group techniques to maximize community engagement of people in public planning processes. Anyone interested in using this process for a college class should consult with TFC Associates. Contact information: Kirby Edmonds: tfckirby@aol.com 607/277-3401

Round 2

Laura Branca: laurabranca0@gmail.com 607/272-1590

Building Round Two

Intersectionality* Description: Participants in round one Talking Circles often find it challenging to focus on race and racism alone, when people embody multiple identities and experiences. Intersectionality addresses the fact that people often experience the dynamics of exclusion in varying degrees of intensity, based on the interplay of our race, class, sexuality, gender, and disability, not to mention age, often resulting in multiple dimensions of disadvantage and privilege. With our shared grounding in how race and racism are influencing our lives and communities, the Round Two Talking Circle on Intersectionality examines how various “isms” function to reinforce one another, how different forms of exclusion or privilege intersect in our own lives, and will identify common, cross-cutting themes that function similarly across isms, and some themes that are unique. There are readings to help participants understand and sharpen their analysis using this framework, and as always, the emphasis is on respectful dialogue, personal experiences, and influencing each other’s perspectives. As with all round two Circles, the sessions move participants toward taking action towards interrupting or eliminating racism and other forms of oppression. This topic requires that facilitators have understanding of and comfort with the concept of intersectionality and how systems of oppression interact to reinforce one another and add multiple layers of complexity and discrimination for individuals who have multiple excluded group identities. A strong grounding in the cross-cutting dynamics of oppression/isms, and the particular ways in which intersectionality happens across the personal, interpersonal, group, inter-group and systemic levels is very important.

Round 2

The design adds the aspects of socio-economic class, gender and sexual orientation to race and ethnicity to the discussions and readings. Facilitators are tasked with helping participants to switch from an exclusive focus on race to making interconnections and synthesizing what they are learning. As discussions have people moving into and out of their included and excluded group experiences they are typically and understandably more able to see the dynamics from their perspectives in excluded groups, and are often challenged to confront the internalized messages, group pressures to conform, and societal advantages that may have come with their included group identities. The experience and struggles of white working class people versus upper middle class or wealthy participants are given more attention than in a Round One circle. As sexism and feminism are explored, the differences in experiences of how sexism operates for women of color and white women, and how racism has affected the women’s movement and issues of solidarity will be part of the conversation. Likewise, the group may discuss sexism and heterosexism within communities of color. While the discussion questions follow a very similar format to other Round Two circles, they are more complex in that the impact of patriarchy as well as the legacy of white supremacy is added to the discussion. When we say patriarchy we mean male domination, classism, gender inequity, (understanding that each of these alone has its own set of complexities). If we just said sexism or classism, we wouldn’t be describing the complexity of patriarchy, and how it links sexism and classism. 34

Multicultural Resource Center — Talking Circle Program

Facilitators have the flexibility to organize small group and paired discussions based on the identities that participants bring to the circle. Ideally, the group should have a mix of people across, race, class, gender, sexual orientation. Please feel free to contact us if you are interested in understanding more about the framework we have developed and applied to the design and facilitation of this circle. Laura Branca- laurabranca0@gmail.com Kirby Edmonds â&#x20AC;&#x201C; tfckirby@aol.com TFC Associates-607-277-3401

Round 2

*Intersectionality is a Black Feminist sociological theoryâ&#x20AC;&#x201D;the study of intersections between forms of systems of oppression, domination or discrimination. The theory suggests that discrete forms and expressions of oppression are shaped by one another. For example, in order to fully understand the racialization of oppressed groups, we can investigate the ways that racializing structures, processes and social representations (ideas purporting to represent identity groups and group members) are shaped by gender, class, ethnicity, sexuality and disability.

Building Round Two

Facilitator Training All facilitators for MRC Round Two Talking Circles on Race and Racism™ have: • been trained to lead Round One Circles • participated in a Round Two Circle • participated in an in-service training to prepare to lead round two circles • co-facilitated Round Two Circle with an experienced coach

In-Service Training Goals: • Prepare facilitators to co-lead Round Two Circles • Deepen understanding of possible healing needs of participants • Internalize rational for discussion questions • Demonstrate ability to facilitate deeper discussions of race and racism Process: The in-service training is at least a four hour process at which participants receive an overview of: • the essential difference between Round One and Round Two Circles • the discussion questions for round two • racial identity development and the implications for healing needs • implications for interventions Facilitation trainees also have several opportunities to practice facilitation of the discussion questions. See the Facilitators Guide for Anchoring Round Two MRC Talking Circles on Race and Racism™ for more details.

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Multicultural Resource Center — Talking Circle Program

Facilitator In-service Session One Agenda

Welcome (25 minutes) —Introduction/Purpose (15 min) • Prepare facilitators to lead round two circles • Agenda for this In-Service—sessions 1 and 2 • Working Agreements —Check-In Question (10 min) “Do you think Talking Circles promote Racial Healing? If so, how” Note: this is a general discussion question for the participants. Overview of Generic Round Two Sessions 1-6 (15 min) • Basic differences from round one Fewer questions, fewer readings, longer time for discussion of each question, focus on taking action • What we’re noticing about what people are looking for More time for discussion, healing, opportunities to do something that makes a difference • Rationale for fewer readings The readings are not optional • Rationale for fewer questions and longer discussions Too allow for deeper discussion • Rationale for race-alike and mixed-race processes These allow for different kinds of exploration, create more opportunity for people of color to discuss issues among people of color and allow white people to develop greater facility for talking to each other about race and racism. • Intent to inspire participants’ action steps

Round 2

The last two sessions focus specifically on taking action. —Race-Alike Pairs: Question from Round 2 (15 min) —Mixed-Race Pairs: Question from Round 2 (15 min) —Share Out (25 min)

Building Round Two

Break (10 min) The Role of the Facilitator (10 min) · Identify an Anchor or share logistics and tasks (the food cart, the flip-charts, set-up · Send Welcome and sending out readings and resources · Be prepared to check in with participants between sessions if necessary · Paying Attention to Participants and following closely · Emergent Design—being prepared to change the design/responding to what is needed

Racial Identity Development (10 min) · William Cross and others · How counselors, facilitators and educators use these models · How TFC Associates became interested in them We found this to be a useful framework for identifying healing and learning needs not only regarding race but other isms as well and adapted the framework for included group identities. · How models helped name some dynamics we noticed people’s healing and learning needs · What Identity Development models are not—watch-outs for misuse Particularly in the context of talking circles, these are not meant to be diagnostic and it is inappropriate to label people based on this framework. It does however provide a basis for identifying what some people’s learning and healing needs might be and therefor provide facilitators some insight into possible interventions and follow-up questions to participants. Included group and Implications for facilitator interventions (20 min) Excluded Groups Implications for facilitator interventions (20 min)

Round 2

Q & A (20 minutes)

9:00 Close

Multicultural Resource Center — Talking Circle Program

Facilitator In-service Session Two Agenda

Interventions (20 min) 路 Probing Questions

Feedback guidelines (10 min)

Prep for Practice (20 min) This is time for participants to prepare their practice session and determine their cofacilitation roles

Practice Session One- 30 min Feedback 10 min

Practice Session Two (30 min) Feedback (10 min)

Practice Session Three (30 min) Feedback

Q & A and Wrap-up

Round 2

Note: Training is followed by opportunities for Facilitators to co-lead a Round Two Circle with a skilled coach.

Building Round Two

READINGS and RESOURCES Here is a working list of recommended readings and other resources to help stimulate thinking, conversation, educate and provide in-depth background about race, racism, identity and inclusion. Required Reading: 1. Constructing Whiteness by Judy Helfand (mandatory reading for Round Two Circles) 2. Facts About Structural Racism by Paula Ioanide (adapted for Talking Circles by TFC Associates) Additional Resources 1. The New Jim Crow—Mass Incarceration in the Age of Colorblindness, by Michelle Alexander 2. The Price of the Ticket by James Baldwin 3. The Next American Revolution—Grace Lee Boggs with Scott Kurashige 4. White-Washing Race: The Myth of a Color-Blind Society, by Michael K. Brown, et. al. 5. The Negro-to-Black Conversion Experience by William Cross(1971) 6. Deep in Our Hearts: Nine White Women in the Freedom Movement, by Constance Curry et. al. 7. Living to Tell About It—Young Black Men in America Speak Their Piece by Darrell Dawsey 8. We wish to inform you that tomorrow we will be killed with our families—stories from Rwanda by Philip Gourevitch 9. Black Rage by William Grier and Price M. Cobbs 10. Killing Rage: Ending Racism, by bell hooks 11. We Can’t Teach What We Don’t Know by Gary Howard 12. How Racism Takes Place—George Lipsitz 13. The Color of Water—A Black Man’s Tribute to His White Mother by James McBride 14. Affirming Diversity by Sonia Nieto 15. Preventing Prejudice—A Guide for Counselors and Educators by Joseph Ponterotto and Paul B. Pedersen 16. Healing Racism In America by Nathan Rutstein 17. Courageous Conversations by Glenn Singleton and Curtis Linton 18. Why Are All the Black Kids Sitting Together in the Cafeteria? by Beverly Daniel Tatum

Round 2

19. Can We Talk About Race? by Beverly Daniel Tatum 20. Who Speaks for Wolf: A Native American Learning Story by Paula Underwood and Frank Howell (May 1991) 21. The Warmth of Other Suns: The Epic Saga of America’s Great Migration, by Isabelle Wilkerson 22. White Like Me, by Tim Wise

Multicultural Resource Center — Talking Circle Program

Suggested Reading for Intersectionality 1. Readings for Diversity and Social Justice—edited by Maurianne Adams, Warren J. Blumenfeld, Carmelita (Rosie) Castaneda, Heather W. Hackman, Madeline L. Peters and Ximena Zuniga 2. Making Face, Making Soul: Creative and Critical Perspectives by Feminists of Color—edited by Gloria Anzaldúa 3. Talking Back, by bell hooks 4. But Some of Us are Brave —edited by Gloria T Hull, Patricia Bell Scott, and Barbara Smith 5. How Racism Takes Place, by George Lipsitz 6. This Bridge Called My Back: Writings by Radical Women of Color —Edited by Cherie Moraga and Gloria Anzaldua 7. Let’s Get Real, by Lee Mun Wah

Round 2

8. Home Girls—a Black Feminist Anthology—edited by Barbara Smith

Building Round Two

Below are links to some excellent PBS programs about race issues that have aired over the past several years. Their online sites have links to a plethora of reading material and resources. Site number seven in particular has excellent reading material. Click on “Background Readings.” The section titled «SOCIETY» has many excellent readings about the current state of things (and how they came to be) that are eye-opening. 1. “African American Lives” (2006) http://www.pbs.org/wnet/aalives/2006/index.html 2. “African American Lives 2” (2008) http://www.pbs.org/wnet/aalives/index.html 3. “American Experience: Scottsboro, an American Tragedy” http://www.pbs.org/wgbh/amex/scottsboro 4. “Endgame; HIV and AIDS in Black America” The entire 2 hour program is available online: http://www.pbs.org/wgbh/pages/frontline/endgame-aids-in-blackamerica/ 5. “Independent Lens: Banished” http://www.pbs.org/search/search_results.html?q=Banished&btnG=GO 6. Microaggressions in Everyday Life by Derald Wing Sue http://youtu.be/BJL2P0JsAS4 7. Race: The Power of an Illusion” http://www.pbs.org/race/000_General/000_00-Home.htm 8. “The Rise and Fall of Jim Crow” http://www.pbs.org/wnet/jimcrow/stories.html 9. “Slavery by Another Name” http://www.pbs.org/tpt/slavery-by-another-name/watch/ http://www.pbs.org/tpt/slavery-by-another-name

Round 2 42

Multicultural Resource Center — Talking Circle Program

Facilitator’s Guide to Anchoring Round Two Circles 2015, Audrey J. Cooper, Laura Branca & Kirby Edmonds

Anchoring Round Two

Table of Contents

Introduction

The Anchor’s Role

Preparing for a Circle

Setting Up the Circle Sessions

Starting the Session

General Guidelines for Facilitation • Special Situations • Co-Facilitation Issues • Interventions

7 7,8 9,10 10,11

Special considerations for Round Two Circles • Racial Identity Development Implications for Healing Needs • Understanding Institutional Racism and Implications for taking action

General Guidelines for Debriefing • Debriefing with Cofacilitator(s) • Guidelines for Feedback

13 13

12 12

Round 2

Agenda Templates for Generic Round Two Circle • Session One Agenda • Session Two Agenda • Session Three Agenda • Session Four Agenda • Session Five Agenda • Session Six Agenda

14-19

Specialized Round Two Circles • White Allies • Parents and Caregivers • People of Color • Intersectionality

20-22 20 21 22 22

Follow-Up with MRC — Instructions for Forms to Use • Participant Contact List • Attendance Form • Evaluation Form

Multicultural Resource Center — Talking Circle Program

14 15 16 17 18 19

Introduction

Welcome to the facilitation team. This manual gives an overview of many of the details involved in preparing for and managing Round Two of the MRC Talking Circles on Race and Racism. There are four key roles that make a circle successful: • a Program Coordinator, • an “anchor” (lead facilitator) • a co-facilitator • a coach. All facilitators 1. participate in a Round Two Circle, 2. go through facilitation training and practice, 3. co-facilitate a circle with the trainers, who both anchor the circles and coach new facilitators 4. debrief/follow up with facilitation trainers and the Program Coordinator The Program Coordinator has primary responsibility for: 1. recruiting participants, 2. recruiting a facilitation team 3. handling logistics (i.e. space, refreshments and child-care) 4. supporting the facilitation team(handouts, participant contact information etc.) 5. debriefing with the facilitation team after the last session The “Anchor”: 1. Works with the Program Coordinator, making sure the details of prep, conducting and following up from a circle are handled 2. Organizes assignments, logistics, leads and supports the facilitation team 3. Takes primary responsibility for supporting the circle participants Co-Facilitators: 1. Lead various parts of each session’s agenda and support the participants in their conversations. 2. Help with logistical tasks (e.g. room set-up, emailing readings to participants. The “Coach”: This is an experienced facilitator who is able to provide guidance, mentoring, and technical assistance to less experienced facilitators. As individual facilitators gain experience and confidence, they will be assisted to become coaches.

Round 2

The Anchor’s Role 1. Coordinating with the Program Coordinator and Communication with Participants:

Anchoring Round Two

Although dates are initially set for the talking circles in order to confirm availability of facilitators, dates are not actually confirmed until it is clear that there are enough participants and that the racial mix is appropriate. This means a fair amount of communication with the coordinator in the last two weeks leading up to the first session to make sure that the session will not be postponed or cancelled. This also means keeping your co-facilitators informed about the status of the circle and, with the coordinator, making sure that everyone can adjust their schedules as needed or be replaced with another facilitator. Once the circle is confirmed, then it is important to communicate with the coordinator about the participant contact information so that the team can follow-up the initial welcome message from the coordinator with a welcome message from the facilitation team, the Four Agreements and other optional reading. 2. Meeting with co-facilitator(s): It is important to try to meet with the facilitation team at least one week before the first session so that there is ample time to get the emails out to participants. We generally try to get materials to participants at least three days before the circle is going to start so that they have plenty of time to do the reading. At this first meeting it is important to: • review the agenda at least for session one and make facilitation assignments (sometimes we also make assignments for session 2) • review the role of facilitators • determine everyone’s needs for support as facilitators • decide how and when to schedule debriefing sessions

Round 2 4

Multicultural Resource Center — Talking Circle Program

Prep for a Circle: 1. Work with Program Coordinator on Logistics — Confirm scheduled dates and times — Confirm meeting location; keys? Guidelines re: use of the site? — Will Childcare be needed? Who will provider be? Which room? — Equipment & Supplies (easel, pad, markers, tape, name tags) — Refreshments and supplies—Who will bring these? — Hard copies of handouts—Who will copy and bring these? — Agency free gifts—brochures, books or pamphlets for participants? — Participants without email—How should we contact them? 2. Work with Program Coordinator on filling the circle: — Recruitment process—Who is handling that? (Coordinator? Sponsor agency?) — Enough participants?(minimum of 9; ideal = 12; maximum of 16) — Good racial balance? — Other factors — Confirmation that circle will run—When will we know? 3. Plan with Co-Facilitator(s) for Session One — Meet in person at least 1 week or more before the first session — Exchange phone numbers (for emergencies or last minute stuff) — Review the Agenda for Session One, and maybe Session Two. — Make assignments for the agenda, and the facilitator tasks. — Review the role of facilitators — Determine everyone’s needs for support as facilitators — Decide when to schedule debriefing sessions (minimum 30-45 minutes) 4. The week before Session One — Get Participant Contact List from Program Coordinator. — Contact participants 3-5 days before Session One by  Email your own Welcome Message with Four Agreements and “Constructing Whiteness”

Round 2

 Send out other optional readings. (you or co-facilitator) — Fill in the Contact List form, and make an Attendance Sheet. — Make sure who will provide an easel, pad, markers, blue/painters’ tape, possibly a CD player for music. (Are these available at the site? Will Program Coordinator bring them? Can you or your co-facilitator pick them up? ) Anchoring Round Two

Setting Up the Circle Sessions — — — — — — — — — — — — — — —

Arrive 30 minutes before the start time. Create a circle of chairs, usually without tables, with space for an easel. Decide where you want the easel to be (near a facilitator’s chair). Decide where you can hang up flip-charts; keep them from previous weeks and post them. (use painter’s tape or self-adhesive paper) Set up the refreshment table and put blank name tags, dark wide-tip markers or Sharpies on one corner. Avoid dry-erase markers or others that give off fumes. Put agendas and any materials each of you is responsible for in a handy spot, (under your chairs, etc.) Print the discussion questions clearly on flip charts, separated in chunks. Put Questions #2-3 on different pages or cover them up until the right time on the agenda.) Leave blank pages between questions to record answers on if need be. Consider whether you need to adjust the temperature in the room. Find out where the restrooms are. Put up a couple of signs to the Talking Circle room on the front door(s) Put on some music and make sure the room looks neat and pleasant. Sit where you can see a clock, or remember to keep track of time. Turn off your cell phone once the session starts. Communicate with your co-facilitator. Decide where team members will sit in the circle.

Starting the Session: — — — — — — — —

Welcome people as they come in. Ask them to wear a name tag. Encourage them to take refreshments. If some people are missing, wait no more than 5 minutes at session one. Welcome people, introduce yourselves briefly Read Purpose of the Talking Circles Watch the time for each section Support each other’s leadership of the group Remember to add Confidentiality, Use “I-statements”, and Share the “air-time” to Working Agreements, if the participants don’t suggest that themselves.

Round 2 6

Multicultural Resource Center — Talking Circle Program

General Guidelines for Facilitating The basic role of Talking Circle facilitators is to support and guide a conversation on race and racism. This means that facilitators should: · Provide discussion questions · Organize the conversation so that everyone has plenty of “air- time” to tell their stories and be listened to · Intervene to support sharing of “air- time”, and maintaining a group climate that supports open and honest communication Although it isn’t the facilitators’ role to be teachers or trainers, facilitators should: · · · · · ·

• Adjust racial balance of facilitation Racial imbalance team if possible Small number of people of color in group • Ask other facilitators to join the circle or very few white people in group as participants • Intervene to make sure that “air- time” is balanced • As soon as makes sense, do another Participant(s) come late to the circle check for names and racial/ first session ethnic identification, and review the working agreements. • Decide if you are willing to let the A participant misses the first session person come to the circle (really try to avoid this, however, there are circumstances in which the Program • Check in to let them know whether they can join the circle (let the Program Coordinator or the facilitation team Coordinator do this if the decision is gives someone permission to miss the they can’t come) first session) • Tell participants a new person is coming. • If they join the circle, welcome them to the group, review the working agreements and things people hoped to gain from the circle • Do another circle check with names and racial/ethnic identification • Then move on to the check-in questions Anchoring Round Two

Round 2

Special Situations and possible strategies:

Uneven attendance

Journalists or writers are present (Note-taking during session; future use of personal information or stories)

Co-workers, or supervisor and supervisee are present in same circle

Participants with unusual emotional needs

Round 2 8

• Remember to check the campus schedule when scheduling circles and consider skipping weeks that many students will be gone • Anticipate that students may have exams Tuesday, Wednesday and Thursday evenings and may leave early or not come at all. • Include discussion of impact of irregular attendance at de-briefing (e.g. is uneven attendance affecting the group’s conversations/morale?) • Ask participants to e-mail the group if they expect to miss a session • Check-in with missing participants to make sure they haven’t dropped out. • If a participant has missed two sessions in a row consider asking them to drop out and join another circle. • Make sure to cover these issues when talking about confidentiality in the working agreements • You may ask for no note-taking, and clarify wishes about referring to personal stories. Consider checking in with these participants about (either in the beginning or between sessions): • Is it safe to be honest about what’s happening? • Implications for performance evaluation—assurance of no reprisals? • Confidentiality of personnel information—what are the boundaries/ constraints? • Check-in with participants between sessions to make sure they are doing ok • Remember that this not a therapy group • Intervene to make sure that these participants don’t dominate the “air- time”

Multicultural Resource Center — Talking Circle Program

Co-Facilitation Issues: 1. Decisions and Mid-Course Adjustments: As the “Anchor”, you should decide up front who will make certain decisions. Facilitators may not always agree about what should happen if the agenda needs to be adjusted (e.g., whether to give more time to a discussion or to move on). You can decide, or delegate decisions, such as: · Whether to skip a question when time is short, or try to squeeze it in. · Whether people should talk in pairs instead of triads because time is short. · Whether you and your co-facilitator should participate in pairs or triads or not. · When you need to break up a “stuck” large group discussion and ask people to talk for a minute or two to their neighbor so everyone can express reactions. 2. Time Checks: As the circle Anchor, you should work out with your co-facilitator(s) communication cues and ways to manage the time: · Decide how to signal each other when it’s time to move to the next discussion · When one of you is participating in a dyad or triad, the other facilitator should keep track of time, and call out when to switch to give partners a turn, and again when there’s one minute left, and when time’s up. Usually, the person who will lead the discussion share-out should opt out of dyads or triads, because it’s too hard to keep track of time while talking or listening to your partner(s). 3. Balance and Share Leadership: We ask participants to evaluate how the facilitators worked as a team. There are team behaviors that may have a confusing or distracting impact. With our co-facilitator, we have to model both our individual competence and confidence, and respectful, comfortable communication and cooperation across our differences. • By alternating assignments on the agenda, we are making sure there is a balance of voices in the lead. • Decide on how to cue each other if and when you want the other to say something to/respond to a participant.

• White facilitators and male facilitators should avoid behaviors that reinforce assumptions that they are in charge. If a male facilitator has a tendency to use more air-time, move to “rescue” the team when challenged, or, takes over when a female facilitator is leading a discussion, the group may accept and expect that based on their gender-role conditioning. Try not to play into these norms and disempower your partner. • Facilitators should exchange honest feedback and strategize to restore balance, e.g., assigning more challenging questions to the female facilitator or facilitator of color, or making other agreements. Anchoring Round Two

Round 2

• Facilitators of color should avoid reinforcing the assumption that they are the “content” experts, i.e., the ones who really know about racism and whose job it is to educate white people. But if a white facilitator is very quiet or appears timid, the team has to strategize so that both of you can provide leadership by sharing examples, stories, etc.

• Facilitators can support each other’s leadership by referring back to something the other facilitator said last time “I’ve been thinking about…, or I was struck by something that my colleague said last week/earlier tonight. It helped me realize/ remember/understand _____. Or “One of the things I appreciated about their story was ____.” “One of the reasons I consider ____ my ally is that I can trust him to ____.” Interventions: • An intervention is an interruption in the group’s process. • The purpose of an intervention to create learning, change, or both. Talking Circle participants need facilitators to intervene from time to time. The art of effective facilitation involves finding ways to maintain a “High-Trust/Low-Fear” climate, while fostering greater awareness, insight, understanding, and mutual respect. Most people appreciate gentle reminders or questions that challenge their assumptions when the intent of the intervention is to be helpful. But they tend to resent interventions that seem to disallow their perspectives, silence their voices, or doubt their experiences. When facilitators plan and debrief together, it’s an opportunity to think about how to make future interventions in the circle to address dynamics or behaviors that concern you. As a particular behavior, incident, or pattern occurs in the circle, talk together about whether you just want it to change, you want to help the person/group learn something, or both, and why that seems important to you. • Educational Interventions—sometimes participants really need some information or knowledge that could help them re-think their interpretations. When you think that the only way to have people learn something is to share information and knowledge with them, please also consider whether there is a way to use the group to share the information and examples, or use the readings, or teach by sharing a personal example, rather than by citing statistics, facts, defining terms, etc. This is a major challenge, and something facilitators continue to discuss. “Does anyone recall an example from the reading that addresses this issue?” “Look at other isms for a minute. Anything similar happen to....?

Round 2

• Structural Interventions—to change the physical set up or process, e.g., call for a 10 minute break; ask the large group to talk in pairs for 2 minutes; ask people to change seats; ask people to talk to someone they haven’t spoken to yet; change your own seat, posture, or eye contact. Don’t sit opposite someone who repeatedly challenges you or demands your attention. Sit next to him/her instead. Break eyecontact with long-winded people. • Evocative Interventions—ask people a question about how they’re feeling, e.g.: “Has anyone else in the circle had a similar experience or concern?” “What does this remind you of?” “How are you feeling?” “What did you feel at the time, and what do you wish you could have done.” “Did anyone besides me have a reaction to the phrase______? What just came up for you?” 10

Multicultural Resource Center — Talking Circle Program

• Meaning Attributions—share your own interpretation of what you just heard, e.g., “It sounds to me as though that really hurt, and that you made a decision not to trust ____ again.” “It sounds like their words didn’t match their behavior, and it was really humiliating and confusing?” “It seems understandable to me, given the threat of violence you were facing.” “So you’ve really had enough of that situation.” “Sounds like it’s really uncomfortable to think of yourself as one of them, so you don’t.” • Experiential Interventions—share your own experience, e.g., “I’m feeling very excited about some of the things you’ve just said and very encouraged.” “I remembered something that came up last time, and I’m still feeling uneasy about what it means.” “Here’s an example from my own family that came up recently:...” “I’m going to take a risk here and share how I’ve been struggling with/ experiencing this …” • Prescriptive Interventions—give people a direction, e.g., “This coming week, think about this question and come prepared next time to share what you noticed/came up with/decided, etc.” “Eric, would you go sit next to Joan and tell her how you heard what she said, and how you feel about it?” “You have 5 minutes left. Make sure to give your partner a chance to talk.” Consider Your Identities: When an intervention intended to interrupt or stop a behavior is made across race and/or gender differences, it may feel different to participants. There’s an increased risk of it feeling antagonistic, but there may be other good reasons to go ahead. If you are a mixed-race or mixed-gender team, (and most teams will be), you may want to consider whether or not a white facilitator should challenge a participant of color who is talking a lot, or whether and how a male facilitator should challenge a female participant, etc. Sometimes a white participant can hear an example or a challenging question more easily from a white facilitator. Sometimes a female participant can more readily accept a request to share the air-time from another woman. Interrupting or challenging someone of an excluded identity by a facilitator of included identity can resemble participants’ experience of having been excluded or silenced. However, there shouldn’t be a rule about this, so if facilitators only spoke to people of their own color or gender, it would seem very odd.

Round 2

Obviously, when you’re on the spot, it’s not possible for facilitators to negotiate who should intervene. If you’ve got an idea, try it, but be sensitive to whether your cofacilitator is also trying to intervene, because participants notice how the facilitators behave as a team.

Anchoring Round Two

Special Considerations for Round Two Circles Racial Identity Development and Implications for Healing Needs and Taking Action We have worked over the years to prepare facilitators to assist and encourage participants to deepen their self-awareness and to liberate themselves from the misinformation, explicit and implicit bias, threats and other oppressive messages about themselves and others, and the harmful conditioning and pressure to accept proscribed roles within the status quo. Again and again we encounter in participants fear, defensiveness, rage, internalized misinformation and the injuriously limiting beliefs with which they view the world and their life circumstances, and so we try to meet their learning and healing needs without blaming or shaming people. Providing correct information and facilitating honest dialogue are powerful sources of insight and motivation that participants continue to find extremely helpful. In training and coaching new facilitators, we also recommend that facilitators cultivate their own deeper understanding by reading some models of racial identity development for additional perspectives on how social scientists and educators have identified some of the predictable attitudes and stages of awareness people may exhibit. We at TFC Associates have done a lot of thinking about how to frame different degrees of hurt and alienation, the journey through and beyond limiting images of self and others, developing openness to new, more reliable information and new relationships, and taking effective and courageous action toward individual and societal transformation. These models can help us view the impacts of racial violence, exclusion, internalized superiority or inferiority and other racist conditioning in terms of people’s learning and healing needs, and help us find possible strategies and interventions to support people through the process of healing from the effects of racism and taking positive agency to eliminate cultural, structural and institutional forms of racism as they manifest today. This guide to facilitating circles doesn’t allow us the space to do justice to the topic of racial identity development in relatively excluded or included groups, and the many dynamics that group members may experience. NOTE: If it would be helpful to provide further explanation of our thinking, we would be happy to

develop this section, but this element of the facilitation training is explored through interaction and response to individuals’ questions, and presented in a careful way to avoid giving the impression that participants can be diagnosed or labeled as in a rigid “stage”. The whole notion of identity development is fluid and hopeful and suggests that while racism can be extremely destructive to individuals and communities, and anti-racism work takes time and determination, people can heal, and use our intelligence to think our way past the barriers and create the society we want.

Round 2

Understanding Institutional Racism and Taking Action As participants consider actions they might want to take separately or collectively, it is important to remind people that “racism” is a system that is held together by many forms of violence and that there are real risks associated with taking action to dismantle institutional racism. Participants should be encouraged to consider the support they may need, as well as ways to develop support systems.

Multicultural Resource Center — Talking Circle Program

General Guidelines Debriefing with Co-facilitator(s)  Allow a minimum of 30-45 minutes to debrief and plan  Don’t debrief within ear-shot of participants who linger after the session  Be discrete with names if in a public place. — Share immediate reactions and overall impressions with each other — Review the agenda from the top, and how well processes worked — Bring up red flags or concerns about individual participants or interactions o What do you think is going on between ___ and ____? o ____ has come late and left early twice. Do you know why? — Intentionally request and give feedback o Do you have any feedback for me? o When I said ____to Mike, was I being clear? How did it affect you? o When you said ____, I thought/felt ______, and I noticed the group _____. o When you cut me off, I thought it meant _____, and I felt _____. — Intentionally request and give technical assistance o How could I have done ___ quicker/better? o Try to speak louder; print; don’t stand in front of the easel, etc. o Lee is transitioning to identifying as male; let’s ask which pronouns we should use in the circle. — Consider intervention strategies for next session o What should we do if he calls her an ‘Oriental’ again? o How should we deal with the examples of “reverse racism”? o I’m getting very reactive to ______. Can you try to get her to listen more? o When we ask about racism, ______ gives examples of classism/sexism. Should we let it go, or ask what that example has to do with racism, or try to make the connection ourselves? — Consider whether you should check in with participant between sessions o I’m worried that ____is having a very hard time and seems very fragile. o _____ shared a very troubling situation she’s having at work. She might need some support this week.

Round 2

— Decide discussion questions and assignments for next session o We didn’t have time for Quest. 3; should we ask it at the check-in, or just omit it? o I started this week, so you should open next time. o Do you want to send the readings this time? — If you get stuck about what to do either about the agenda, handling a difficult situation with participants or with co-facilitators, remember that you can call a coach for assistance. Anchoring Round Two

Agenda Templates with Tasks Session One 6:00 Facilitators arrive 30 min early and set up for each session 6:15 Participants may begin to arrive, Get food 6:30 Introductions: Welcome 5 min Circle Check: your name, where you live; where you work/spend your days, how you identify racially and ethnically? 6:35

Working Agreements (5 min) • • • • •

Stay engaged Speak your own truth Be willing to be uncomfortable Expect and accept non-closure Others

6:40 What do you hope to gain from this circle? (10 min) Share Out and Record (5-10 min) 6:50 Discussion Questions 1: Pairs: (10 min) • What have you been noticing, experiencing and thinking about since the round one circle? Has anything changed for you when asked to identify racially and ethnically? Share Out (20 min) 7:20 Discussion Question 3 • How has our shared legacy of white supremacy and racial separation affected the messages you received growing up about both your own and others’ racial identity. Consider, for example, what you learned or were told about worth, beauty, intelligence, character, safety etc. Pairs or Triads (People of Color and Euro/American or White groupings): (30 min) Share Out (40 min) 8:30 CLOSE

Round 2

Coordinator Tasks -Arrange food -Arrange child care if necessary

Facilitator Tasks -Assignments for session one -Schedule debriefing time -Send “Constructing Whiteness” -send discussion questions

Multicultural Resource Center — Talking Circle Program

Session Two 6:00 Facilitators arrive and set up 6:15 Participants may begin to arrive, Get food 6:30 Check-in (30-45 minutes) -Review working agreements and goals and expectations (ask if the new people have anything they want to add -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? -Anything else that’s been on your mind 7:15 Discussion Question: • How has our shared legacy of white supremacy and separation affected you personally? (consider, opportunities, relationships, attitudes, beliefs, behavior) 2s and 3s Race-Alike groupings (30 min) Share out (45 min) 8:30 Close Facilitator Tasks -Assignments for session one -Schedule debriefing time -Send “Facts About Structural Racism” -send discussion questions

Round 2

Coordinator Tasks -Arrange food -Arrange child care if necessary

Anchoring Round Two

Session Three 6:00 Facilitators arrive and set up 6:15 Participants may begin to arrive, Get food 6:30 Check-in (30 minutes) -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? 6:45 Discussion Question: • How has racism (our shared legacy of white supremacy and racial separation) affected your relationships within your group (as a person of color, as a white person)? 2s and 3s Race-Alike groupings (30 min) Share out (45 min) 7:40 8:30 Close Coordinator Tasks -Arrange food -Arrange child care if necessary

Facilitator Tasks -Assignments for session one -Schedule debriefing time -Send: -send discussion questions

Round 2 16

Multicultural Resource Center — Talking Circle Program

Session Four 6:00 Facilitators arrive and set up 6:15 Participants may begin to arrive, Get food 6:30 Check-in (30-45 minutes) -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? 7:15 Discussion Question: • How has racism affected your relationships with others (those outside your racial identity group)? You might consider things such as friendship, intimacy, parenting, where you live, who you socialize with, who you feel most comfortable being around, when and why, relationships at work etc., communication (i.e. who you feel comfortable, or uncomfortable talking with about what?) etc. • What do you want for yourself instead? • What do you need to be doing/feeling/thinking to get what you want? 2s and 3s Racially Mixed groupings (30 min) Share out (45 min) 8:30 Close Facilitator Tasks -Assignments for session one -Schedule debriefing time -Send:

Round 2

Coordinator Tasks -Arrange food -Arrange child care if necessary

Anchoring Round Two

Session Five 6:00 Facilitators arrive and set up 6:15 Participants may begin to arrive, Get food 6:30 Check-in (30-45 minutes) -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? 7:15 Discussion Question: • What actions can you take to eliminating racism or address its negative effects on yourself, others institutions? • Consider things you could do in your personal life (family and friends), at work, and/ or in your community. • Is there a first step you can take in the next few days (before our last session)? • What’s in your way? What support, if any would you like from others (particularly others in this group)? 2s and 3s Racially Mixed groupings (30 min) Share out (45 min) 8:30 Close Coordinator Tasks -Arrange food -Arrange child care if necessary

Facilitator Tasks -Assignments for session one -Schedule debriefing time -Send: To Do lists and discussion question

Round 2 18

Multicultural Resource Center — Talking Circle Program

Session Six 6:00 Facilitators arrive and set up 6:15 Participants may begin to arrive, Get food 6:30 Check-in (30-45 minutes) -Any comments about what you’ve learned or gained either from last week’s conversations or from the reading? -Anything you want say about last week’s questions you didn’t get to say? 7:15 Discussion Question: • Was there an action you took since session five to eliminate racism or address its negative effects on you, others or an institution? • If so, what did you do? • If so, how did things go? • What’s next your next step? • What support if any would you like from others (particularly people in this group?) 8:15 Evaluation and Wrap-up 8:20 Closing Activity -Something to leave behind -something to take with you 8:30 Close Facilitator Tasks -Assignments for session six -Schedule debriefing time -Evaluations

Round 2

Coordinator Tasks -Arrange food -Arrange child care if necessary

Anchoring Round Two

Specialized Round Two Circles White Allies Description and agenda outlines are found in the Round Two Prototype This circle has the explicit goals of taking action as white people to dismantle institutional/structural racism and examining the impact of racism on our relationships including: • Deepening understanding of Institutional and Structural Racism • Identifying ways that institutional racism injures white people • Contradicting the framing of “all” white people as “the oppressor”. • Committing to take action to achieve the vision and dismantle structural/ institutional racism in our community Facilitation Team: It is important that the team be white facilitators who understand: • structural racism and how it has affected white people, • the risks associated with taking action to eliminate structural racism • the possible healing needs that white participants may have. Overview Sessions One begins to contradict the framing of “all” white people as “the oppressor” by allowing participants to notice what they value about their heritage and identify what they know about white people who have challenged, confronted, and fought against racism. Session Two begins unpacking the dynamics of racism introducing the profiles of “included and excluded groups”. Session Three begins to explore the impact of “racial separation” on relationships across race and begins to identify the ways that white people are injured by racism. The aim of these sessions is to contradict the idea that racism does not have negative impacts on white people.

Round 2

Sessions Four begins a discussion of institutional racism, how it works, how it is structured, and what it might take to dismantle institutional racism. Sessions Five and Six focus on supporting participants in developing individual plans for taking action to confront, challenge and begin to dismantle institutional racism where they see it in their lives.

Multicultural Resource Center — Talking Circle Program

Parents and Caregivers This circle was specifically designed for parents and caregivers who have been through a Round One Circle. Although the basic framework for the circle is essentially the same as for the generic Round Two, there are some critical differences because the additional goals for the circle include: • Exploring the impact of white supremacy and racial separation on ourselves as caregivers and our relationships with other parents and caregivers. • Discussing the impact of racism on the children and young people in our lives • Exploring how to help young people recognize, comprehend and respond to racism in healthy, self-affirming ways • Taking action to eliminate the effects of negative cultural conditioning • Taking action to end structural racism affecting our family’s success and well-being. Session One is essentially the same as the generic Round Two, except that the question about racial and ethnic identity includes people in one’s immediate family because many participants have family members, including children, who have a different racial or ethnic identity than themselves. Session Two: the main discussion question is: • How has our shared legacy of white supremacy and racial separation affected you personally? (Consider opportunities, relationships, attitudes, beliefs, behavior.) • How has this affected you as a parent? • What do you want to heal, let go of, strengthen or develop to deal with racism in a healthier, more effective way? Session Three: The main discussion questions are: • How is the legacy of white supremacy and racial separation affecting your kids? • How do you want them to recognize, understand and possibly respond to what they’re experiencing? • What support do they need?

Session Five: The main discussion question for Session Five is significantly different from the generic round two. It is: • How is the legacy of white supremacy and racial separation showing up in school and/ or other systems that affect your family (law enforcement, healthcare, human services, access to credit, employment, etc.) • What changes do you want to see, and what actions have you considered? • What support do you need from others, in this group and outside, to take positive action? Session Six: uses the same discussion questions as the generic Round Two. Anchoring Round Two

Round 2

Session Four: The main discussion question includes —How has racism affected your children?

People of Color This circle has the explicit goals of taking action as people of color to dismantle institutional/structural racism and examining the impact of racism on our relationships. Facilitation Team: It is important that the team be people of color who understand: • structural racism and how it has affected people of color, • the risks associated with taking action to eliminate structural racism • internalized oppression • the possible healing needs that people of color may have. Discussion Questions: The discussion questions for this circle are essentially the same as for the generic Round Two, but participants are able to explore internalized oppression in much greater depth and tend to discuss healing needs with each other with a great deal more candor than in the mixed-race circle. Intersectionality Round Two: This topic requires that facilitators have understanding of and comfort with the concept of intersectionality and how systems of oppression interact to reinforce one another and add multiple layers of complexity and discrimination for individuals who have multiple excluded group identities. A strong grounding in the crosscutting dynamics of systems of oppression/”isms”, and the particular ways in which intersectionality happens across the personal, interpersonal, group, inter-group and systemic levels is very important.

Round 2

To the discussions and readings, the design adds the relationship of socio-economic class, sexism, gender identity and sexual orientation in connection to race and ethnicity. Facilitators are tasked with helping participants to switch from focusing exclusively on race, to making interconnections and synthesizing what they are learning. As discussions have people moving into and out of their included and excluded group experiences, participants are typically and understandably more able to see the dynamics from their perspectives in excluded groups; they are often challenged to confront the internalized messages, group and cultural pressures to conform, and societal advantages that may have come with their included group identities. The experience and struggles of white working class people versus upper middle class or wealthy participants are given more attention than in a Round One circle. As sexism and feminism are explored, differences in how sexism operates for women of color and white women, and how racism has affected the women’s movement and issues of solidarity are part of the conversation. Likewise, the group may discuss sexism and heterosexism within communities of color, and similarities and differences within white families and contexts.. The questions and discussions are more complex than in the other Round Two circle designs. 22

Multicultural Resource Center — Talking Circle Program

Follow-up with Organization Program Coordinator and Instructions for Forms to Use Participant Contact List: Instructions: 1. You will find this form among the session one emailed material (along with the readings and handouts). 2. List facilitators first with email addresses and any other contact information anyone wants to provide 3. List participants in alphabetical order. 4. Check with participants at the first session about whether their contact information (spelling of name, email address, etc. is accurate). 5. Check to make sure that email will work as a way to get the readings to everyone. 6. Work out the necessary details for an alternative if email isnâ&#x20AC;&#x2122;t going to work. 7. Let participants know that they can provide any other contact information they wish as an option. 8. Once the final list is determined, email a copy to the Program Coordinator, to the facilitation team and to the participants with the session two reading. Attendance Form: Instructions: 1. You will find this form among the session one emailed material (along with the readings and handouts). 2. Remember to fill in the dates (at the top of the form). 3. Fill in participants names. 4. Remember to indicate who was present and absent at each session. 5. Return the form to the Program Coordinator after the last session. Evaluation Form Instructions:

Anchoring Round Two

Round 2

1. You will find this form among the session six emailed material (along with the readings and handouts). 2. If you make the copies, remember to fill in the dates of the circle, otherwise ask the Program Coordinator to do it. 3. Remember to fill in the facilitatorsâ&#x20AC;&#x2122; names for question number five. 4. Please ask participants to complete the form before they leave the last session (before the closing activity) 5. If someone has to leave early, try to remember to give them an evaluation from as they leave. 6. If someone leaves without the evaluation form, it can be e-mailed. 7. If you e-mail the form, you can have the completed form returned to both the Program Coordinator and the facilitation team.

Round 2 24

Multicultural Resource Center â&#x20AC;&#x201D; Talking Circle Program