This chapter was really useful because it talks about the HOW of actually starting to have these conversations. White people often don't acknowledge their racial experiences or privilege so often they are mistrusted by minorities who often don't verbally acknowledge this mistrust. Not a great way to start, right?
So in order to have these conversations - first we have to set the tone of having conversations, being active listeners. Before we have these discussions, we need to orientate our students to the fact that these conversations are going to happen. In this case, where the topic is delicate, surprises may not be good ones.
To talk straight teachers need to qualify their beliefs as beliefs and not facts. We can assign why we believe the way they do but if there is no room for differences, courageous conversations can't happen.
*Great ideas can be volitile!
Does this idea hold water? When questioning discussions, students learn
1. criticism should be humbly sought
2. that it's ok to disagree with someone with perceived authority
3. that we can express ideas before they are fully formed.
Destrictive conflict arises when both parties perceive that their interests are incompatible - I win, you lose. When students continually lose, what they often lose is confidence and the desire to engage.
4 types of conflict:
1. facts or data driven
2. process or methods
3. purposes
4. values
When someone is proven factually incorrect, they will either escalate or shut down. Remember, GROWTH is the goal and growth can not happen when the conversation shuts down.
Favorite quote - we teach STUDENTS not subjects. IE. you don't teach english literature, you teach 10th grade students english literature.
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