Are you comfortable talking about race/racism? What about gender/sexism? Nationality? Sexual Orientation?

When do you notice identities different from your own? How often do you think about difference? Think about your daily encounters with people of different identities, what do you notice? Who is absent? Why?

If These Walls Could Talk

What is a caucus?
Identity-based dialogue group Safe space to reflect After caucuses groups reconvene as a large group

To create a safe space and open community for sharing identities To identify memories, patterns, lessons, and triggers associated with race and ethnicity To facilitate learning about the experiences of others around identity To build understanding of commonalities and differences among groups To increase capacity for ally building

 Introductions Caucus group reflection

Caucus group processing

1. What is something about your race/ethnicity that you are proud of? 2. Where do we marginalize people within our own communities? 3. What is something you want others to know about your experiences? 4. What is one thing about your race/ethnicity that you never want to hear again?

5 minutes 50 minutes

What is one thing about your race/ethnicity that you never want to hear again? Or about your experience overall? And would like to

20 minutes

Travel time Large group processing

share with the rest of the group.

10 minutes 45 minutes

To engage Seattle University undergraduate students cognitively and affectively in dialogue about individual identity and social systems To foster intergroup understanding, relationships, collaboration and action

Curriculum Design:

Social Identities Auto-ethnography Socialization and Society Tracking and Triggering Micro-aggressions Language Terms and Use Ally-ship building Bystander Intervention Celebration of identities

GROUPS THAT EXPERIENCE PRIVILEGE IN A U.S. CONTEXT

GENDER MEN GENDER IDENTITY CISGENDER/NON-TRANS RACE SEXUAL ORIENTATION AGE CLASS WHITE PEOPLE HETEROSEXUAL 30S TO EARLY 50S MIDDLE CLASS; OWNING CLASS

GROUPS THAT ARE MARGINALIZED OR OPPRESSED IN A U.S. CONTEXT

WOMEN; TRANS; GENDERQUEER; INTERSEX TRANSGENDER; GENDERQUEER; GENDER NON-CONFORMING PEOPLE OF COLOR GAY; LESBIAN; BISEXUAL; QUEER YOUNGER AND OLDER WORKING POOR; WORKING CLASS HIGH SCHOOL OR LESS

EDUCATIONAL COLLEGE GRADUATE LEVEL RELIGION/SPIRITU CHRISTIAN: PROTESTANT OR CATHOLIC ALITY NATIONALITY U.S.-BORN; BORN AS U.S. CITIZEN

MUSLIM; JEWISH; BUDDHIST; HINDU; AGNOSTIC; SPIRITUAL; PAGAN BORN OUTSIDE THE U.S.; IMMIGRANT TO U.S. CHILDHOOD RAISED BY BIOLOGICAL OR ADOPTIVE FAMILY RAISED IN THE FOSTER SYSTEM, AMONGST FAMILY IN AN ENVIRONMENT THAT FELT SAFE AND DOMESTIC VIOLENCE, WITH DRUG OR STRUCTURE WITHOUT ABUSE ALCOHOL ABUSE IN THE HOME, AND/OR OTHER HOME EXPERIENCES THAT FELT UNSAFE AND LACKED STABILITY ABILITY/DISABILIT TEMPORARILY ABLE-BODIED PEOPLE WITH A PHYSICAL, MENTAL, Y EMOTIONAL, OR LEARNING DISABILITY ETHNICITY/CULTU WESTERN EUROPEAN PUERTO RICAN, DIN, MEXICAN, NIGERIAN, RE JEWISH, RUSSIAN, CHINESE, IRANIAN, ETC. SIZE/APPEARANCE SLENDER; PERCEIVED AS ATTRACTIVE; HANDSOM; BEAUTIFUL; ETC. USE OF ENGLISH MARITAL/PARENT AL STATUS PROPER ENGLISH OF SIZE; PARTICULARLY TALL OR SHORT; PERCEIVED AS UNATTRACTIVE; ETC.

ACCENTED ENGLISH; ANOTHER PRIMARY LANGUAGE MARRIED IN A HETEROSEXUAL DIVORCED; SINGLE, LGBTQ PARENT; RELATIONSHIP WITH OR WITHOUT CHILDREN DOMESTIC PARTNERSHIP; SINGLE PARENT

 Community Cultural Wealth Yosso Critical Race Theory Delgado, Ladsen- Billings Queer Theory Anzaldua, Butler

 Narrative Learning- Clark Critical Theory/ Power and Oppression- Hurtato, Hansen Transformational LearningMezirow, Boyd Meaning Making- Dewey, Piaget Humanist Theoryies- Maslow Non participation- Jarvis Explicit and implicit pedagogy

DiAngelo, R. (2006). The production of whiteness in education: Asian international students in a college classroom. Teachers College Record. Vol 108(10) Nagda, B.A., Gurin, P., Sorensen, N., Gurin-Sands, C., & Osuna, S. (2009). From separate corners to dialogue and action. Race and Social Problems, 1, 45-55 Nagda, B. A., Gurin, P., & Lopez, G. E. (2003) Transformative pedagogy for democracy and social justice. Race Ethnicity & Education,, 6(2), 165-191 Schoem, D., Hurtado, S., Sevig, T., Chesler, M., Sumida, S.H. (2001). Intergroup dialogue: Democracy at work in theory and practice. Ann Arbor, MI: University of Michigan Press.

Mun Wah, Lee. (2013) If these halls could talk. Stirfry Seminars.

Nagda, B.A., Gurin, P., Sorensen, N., Gurin-Sands, C., & Osuna, S. (2009). From separate corners to dialogue and action. Race and Social Problems, 1, 45-55
Nagda, B. A., Gurin, P., & Lopez, G. E. (2003) Transformative pedagogy for democracy and social justice. Race Ethnicity & Education,, 6(2), 165-191 Race Challenge Your Perspective. Seattle Race and Social Justice Initiative. http://www.seattle.gov/rsji/ Schoem, D., Hurtado, S., Sevig, T., Chesler, M., Sumida, S.H. (2001). Intergroup dialogue: Democracy at work in theory and practice. Ann Arbor, MI: University of Michigan Press. DiAngelo, R. (2006). The production of whiteness in education: Asian international students in a college classroom. Teachers College Record. Vol 108(10)