1 of 35

Building Bridges Now: Dialogue on Race and other issues of our time

background slide for presenter only

Topic: Privilege and Race (updated August 2020) (copyright)

Version: Online. These slides combine with a linked script to make a complete set for presentation. There also are several handouts.

Objective: To invite participants into a gracious time and space to experience a constructive dialogue on the subject of race relations focusing on privilege and race.

Type of Group: Adults and older teens from diverse backgrounds (race, ethnicity, age, gender, economic status, etc.)

Size of Group: 6-12; for more participants and/or to have smaller sharing groups, use breakout rooms, each with a facilitator.

Time Required: 90 minutes to 2 hours (or more), depending on the size of the group and the processes used.

Building Bridges Now: Dialogue on Race and other issues of our time

background slide for presenter only

Topic: Privilege and Race (updated August 2020) (copyright)

Version: Online. These slides combine with a linked script to make a complete set for presentation. There also are several handouts.

Objective: To invite participants into a gracious time and space to experience a constructive dialogue on the subject of race relations focusing on privilege and race.

Type of Group: Adults and older teens from diverse backgrounds (race, ethnicity, age, gender, economic status, etc.)

Size of Group: 6-12; for more participants and/or to have smaller sharing groups use breakout rooms, each with a facilitator.

Time Required: 90 minutes to 2 hours (or more), depending on the size of the group and the processes used.

2 of 35

Preparing to facilitate this dialogue - background slide for presenter only

The presentation consists of the linked script, these slides, and streamed internet materials (such as from YouTube), and handouts. Download copies of the Script and Slides onto your Google Drive. Only the presenter/facilitator uses the Google Doc script. Participants see only the Zoom screen (or other online format), the slides, the streamed materials, and the handouts.
Preview the entire session beforehand.
Select the portions of the dialogue process you will use. For example, there may be several videos to choose from, and you decide to use just one. Or adjust the length of time suggested for small group discussion in order to keep to your allotted schedule. Or divide the material into two sessions.
Plan the meeting, day, time, and online format (Zoom or other platform).
Invite participants to the meeting. Prepare a gracious invitation (future link). Send out the invitation, including instructions for pre-registration, if any. Consider sending a gentle reminder the day before the meeting. Send the handouts sto them for printing.
Be familiar with Kaleidoscope Institute tools including Respectful Communication Guidelines, Mutual Invitation, Conocimientos, etc., and with the tools of your meeting platform, such as screen-sharing, breakout rooms, chat box, etc.

Preparing to facilitate this dialogue - background slide for presenter only

The presentation consists of the linked script, these slides, and streamed internet materials (such as from YouTube), and handouts. Download copies of the Script and Slides onto your Google Drive. Only the presenter/facilitator uses the Google Doc script. Participants see only the Zoom screen (or other online format), the slides, the streamed materials, and the handouts.
Preview the entire session beforehand.
Select the portions of the dialogue process you will use. For example, there may be several videos to choose from, and you decide to use just one. Or you may adjust the length of time provided for small group discussion in order to keep to your allotted schedule.
Plan the meeting, day, time, and online format (Zoom or other platform).
Invite participants to the meeting. Prepare a gracious invitation (future link). Send out the invitation, including instructions for pre-registration, if any. Consider sending a gentle reminder the day before the meeting.
Be familiar with Kaleidoscope Institute tools including Respectful Communication Guidelines, Mutual Invitation, Conocimientos, etc., and with the tools of your meeting platform, such as screen-sharing, breakout rooms, chat box, etc.

3 of 35

Overview of This Dialogue Process - background slide for presenter only

Gathering, Welcome, and Framing for Dialogue
Introduce (or review) Respectful Communication Guidelines
Focusing Text: Excerpt from Waking Up White by Debby Irving
Introductions using Conocimientos and Mutual Invitation
1st Dialogue Process: Awareness of Privilege (worksheet)
2nd Dialogue Process: Tim Wise on Colorblind Denial and White Privilege (video) or #BlackLivesMatter vs #AllLivesMatter & Checking My White Privileges from the Gabbie Show (video)
Reflection on the Experience
Commitment for Future Participation
Closing and Sending
GracEconomics request for support

4 of 35

Presenting this dialogue - background slide for presenter only

The facilitators’ script for the dialogue session is in two places: the linked document (most comprehensive version) and the speaker notes portion of the Google Slides (abbreviated version). �➧Print the Google Doc script ahead of time and write all your notes on it (recommended). �➧Or, when screen sharing the Google Slides in Zoom, select Presenter View from the Present menu; the one sharing their screen will see the speaker notes, but participants won’t.�➧Or have the Google Slides open on one monitor or screen (the one you share on Zoom) and read the Google Script from another other monitor or screen.
Slides may be accessed from Google Drive or downloaded to the presenter’s computer (as PowerPoint or another format).
Check the internet connection for smooth streaming.
When you screen share a video or anything with sound on Zoom, be sure to select two boxes on the Screen Share page, “Use computer sound” and “Optimize screen sharing for video clip.”
Be on your platform early enough to welcome dialogue participants.
The dialogue session presentation begins at Slide 6.

Presenting this dialogue - background slide for presenter only

The facilitators’ script for the dialogue session is in two places: the linked document (most comprehensive version) and the speaker notes portion of the Google Slides (abbreviated version).

➧Print the Google Doc script ahead of time and write all your notes on it (recommended). �➧Or, when screen sharing the Google Slides in Zoom, select Presenter View from the Present menu; the one sharing their screen will see the speaker notes, but participants won’t.�➧Or have the Google Slides open on one monitor or screen (the one you share on Zoom) and read the Google Script from another other monitor or screen.

Slides may be accessed from Google Drive or downloaded to the presenter’s computer (as PowerPoint or another format).
Check the internet connection for smooth streaming.
When you screen share a video or anything with sound on Zoom, be sure to select two boxes on the Screen Share page, “Use computer sound” and “Optimize screen sharing for video clip.”
Be on your platform early enough to welcome dialogue participants.
The dialogue session presentation begins at Slide 6.

5 of 35

6 of 35

Privilege and Race

A Building Bridges Now Dialogue

7 of 35

The purpose of dialogue

is to bring together

people with diverse backgrounds, viewpoints

and experiences

to have meaningful conversation

on a common subject.

8 of 35

Dialogue does not force anyone to change.

It is not a debate

in which we try to convince others that we are right.

It is about arriving at a mutual understanding.

9 of 35

Dialogue is not about finger pointing, demonizing, or punishing individuals or groups.

Truth dialogue invites each of us to commit to sharing one’s own truth while being willing to listen deeply to another’s truth.

10 of 35

Dialogue does not avoid our history and our present differences….

...but trusts that we can achieve greater understanding of the issue and move toward potential reconciliation fostering constructive change in our community.

11 of 35

A facilitator is not a teacher or an expert.

A facilitator is someone who supports the group by establishing gracious space, time, and processes for respectful and authentic conversation.

12 of 35

Today’s Topic

Privilege and Race

13 of 35

Conocimientos

Please write your answers. If using the chat box, don’t press “enter” until you’re through so it is posted as one entry.

Name

I identify myself racially as . . .

I identify myself culturally as . . .

As a person of my racial background, one advantage I have . . .

As a person of my racial background, one disadvantage I have . . .

If facilitator has decided to use chat box for Conocimientos, say: In order to help us get to know each other better, I invite you to complete the Conocimientos questions listed on the screen. “Conocimientos” is a Spanish word meaning “knowledge.” Use the chat box to type and share your answers. Try to enter all your answers in one group. You may number your answers 1 through 4 to help distinguish them from each other, without pressing “enter” until you are ready to post them all. The questions are:

Your name (this is already on your Zoom screen)

I identify myself racially as . . .

I identify myself culturally as . . .

As a person of my racial background, one advantage I have . . .

As a person of my racial background, one disadvantage I have . . .

Are there any questions about what you’re invited to do?�Please write your responses now and post them when you are done.

Leave this screen on for people to consult as they answer. Questions are also on Participant Handout 2.

Answers will be shared later, so they do not need to be read aloud as they appear in the chat box, but participants may scroll through and read the answers while they wait.

14 of 35

RESPECTFUL COMMUNICATION GUIDELINES

R = take RESPONSIBILITY for what you say and feel without blaming others

E = use EMPATHETIC listening

S = be SENSITIVE to differences in communication styles

P = PONDER what you hear and feel before you speak

E = EXAMINE your own assumptions and perceptions

C = keep CONFIDENTIALITY (share CONSTRUCTIVELY to uphold the well-being of the COMMUNITY)

T = TRUST ambiguity because we are not here to debate who is right or wrong

Refer participants to Participant Handout 1: Respectful Communication Guidelines. Say: We, people from different cultural backgrounds bring with us different assumptions of communication styles. Sometimes, these different assumptions may cause communication breakdown. Therefore before we begin our dialogue, I invite you to consider a set of Respectful Communication Guidelines. They are written as an acronym of the word “RESPECT.”

Note that guidelines will appear one at a time when a facilitator clicks forward. Read about each guideline using the script below. Two or more facilitators may take turns reading the following explanations of the Respectful Communication Guidelines. An abbreviated version can be used if there are no new members joining the group since the last gathering.

Read:

R = take RESPONSIBILITY for what you say and feel without blaming others.

Avoid judgmental language which can cause defensiveness and cut off communication. Instead, use “I” statements. Begin what you want to say with “I” and therefore claim what is yours. For example, I feel, I know, I believe I think I notice, I wonder, etc.

E = use EMPATHETIC listening

Put yourself in the other person’s shoes and attempt to see and experience the issue from the speaker’s perspective. This is a commitment that we make to try as hard as we can to understand each other knowing our limits. Therefore it is okay to ask clarifying questions. It is also okay to give feedback to check if you have understood what the speaker was saying.

S = be SENSITIVE to differences in communication styles

When someone behaves differently from you, don’t just simply interpret that behavior using your own assumptions of what is good communication. Remind yourself that this person might be communicating in a very different way and there might be opportunities to learn more about how the other communicates.

P = PONDER what you hear and feel before you speak

Think before you speak.

E = EXAMINE your own assumptions and perceptions.

As you ponder, ask yourself what caused you to feel, think, or react in a certain way. Where might these ideas come from for you? If you are able to notice your own assumptions, you are more able to take responsibility for your own thinking and feeling.

C = keep CONFIDENTIALITY

In order to uphold the wellbeing of each person in this group, I invite you to keep the personal information shared here in confidence. This way we can feel safer in taking about real issues that concern our lives and our communities without the fear that they might be shared outside without the full benefit and trust developed in this group.

T = TRUST ambiguity becuse we are NOT here to debate who is right or wrong

In order to address these issues constructively, we must be willing and able to listen to each other’s different experiences and points of view, even though at times the ambiguity might be uncomfortable for some of us. By listening empathetically without judgment or debate, we, as a community, may gain a fuller description of the issues we are trying to address. In this way, instead of being divided, we can move forward, working together to find constructive ways to address them.

Say: Are there questions about any of these guidelines?

Be prepared to give concrete behavioral examples of each guideline. Answer any questions before going on to the next slide.

15 of 35

Agreement to RESPECT

Do we have an agreement to uphold these guidelines for our time together?

16 of 35

Until I have a clear idea of what racial discrimination looks and feels like, I can’t imagine how the lack of it affects my life. . . .

As I’ve spoken with longtime friends of color, [I’ve learned that] most have been followed in stores, harassed by the police, given higher interest rates when applying for loans, mistaken for an employee when in fact they are a customer, mistaken for an orderly when in fact they are a doctor, not challenged as students, not listened to as parents—and the list goes on. . . .

To really get racism, a white person must get both pieces. It’s not enough to feel empathy toward people on the downside; white people must also see themselves on the upside to understand that discrimination results from privilege. You can’t have one without the other.

Debby Irving, Waking Up White

(Say:)

In this dialogue session, we will have opportunities to dialogue on issues raised by race and privilege. To help us focus our time together, I would like to read an excerpt from the book Waking Up White by Debby Irving:

(Read:)

“Until I have a clear idea of what racial discrimination looks and feels like, I can’t imagine how the lack of it affects my life. . . . As I’ve spoken with longtime friends of color, [I’ve learned that] most have been followed in stores, harassed by the police, given higher interest rates when applying for loans, mistaken for an employee when in fact they are a customer, mistaken for an orderly when in fact they are a doctor, not challenged as students, not listened to as parents--and the list goes on. . . . To really get racism, a white person must get both pieces. It’s not enough to feel empathy toward people on the downside; white people must also see themselves on the upside to understand that discrimination results from privilege. You can’t have one without the other.”

(Pause)

(Say:)

Take a moment to note what came up for you as you listened.

(Pause briefly for pondering time)

17 of 35

Mutual Invitation

When you are invited,

3 options:

Share

Pass for now

Pass

Then invite someone else

Refer participants to Participant Handout 2: Mutual Invitation. A facilitator gives the following instructions to introduce the process of Mutual Invitation. Note: If there are no new members joining the group, remind participants that we will be using Mutual Invitation again for the next process, and skip the detailed instructions.

Say: In order to help us get to know each other better, you will be invited to introduce yourselves using the categories you wrote about earlier in the chat box. The slide with the questions will come on screen again to remind you of the categories or will be printed in the chat box.

(Problem: The screen won’t be visible in breakout rooms. However, if you write the questions in the chat box, they will be available to all.)

In order to ensure that everyone who wants to share HAS the opportunity to speak, we will use a process called Mutual Invitation.

The leader or a designated person shares first. After that person has spoken, he, she, or they invites another to share.

(This tip is optional, unless you are in the same room sitting in a circle) Try not to invite the person next to you so that we won’t move into the habit of going around in a circle.

After the next person has spoken, that person is given the privilege of inviting another to share.

If you are not ready to share, say “I pass for now,” and we will invite you to share later on. If you don’t want to say anything at all, simply say, “Pass,” and proceed to invite another to share.

We will do this until everyone has been invited.

We invite you to listen and not to respond to someone’s sharing immediately. There will be time to respond and to ask clarifying questions after everyone has shared.

Any questions?

(Facilitator may decide to demonstrate Mutual Invitation by inviting the group to share “what is their favorite ice cream?”)

We have set aside about ___ minutes for this process. That means each person will have ___ minutes to share. I ask you to respect other people’s time as you share. (Be sure to decide ahead of time the parameter for sharing.)

Are there any questions?

(Answer questions, then go to the next slide.)

18 of 35

Conocimientos Sharing

In small group, using MI, share

Name

I identify myself racially as . . .

I identify myself culturally as . . .

As a person of my racial background, one advantage I have . . .

As a person of my racial background, one disadvantage I have . . .

Note: If the group is bigger than 12, divide the group into smaller groups of no more than 12 with a facilitator for each group. Even if the group is smaller than 12, you may wish to divide the group into smaller breakout groups so that sharing will take less of the total time. The smaller the groups, the less time is needed for everyone to share.

If you leave the main screen for breakout rooms, remember to put the Conocimientos questions in the chat box so everyone can see them as they share; they are also listed on Participant Handout 2.

Go to the next slide when the agreed-upon sharing time is up and all have returned from their breakout rooms, if used.

A facilitator in each group begins the process by introducing himself/herself/themself. Share using Mutual Invitation. Problem to anticipate in this process: People sometimes forget to invite others after they finish speaking. Do not invite for them. Simply remind them they have the privilege to invite the next person.

19 of 35

Debrief Conocimientos

Complete the sentences:

I noticed . . .

I wonder . . .

20 of 35

Awareness of Privilege

W.E.B. Du Bois (1868-1963)
Peggy McIntosh (1934- )
PRIVILEGE: A set of unearned benefits given to people who fit into a specific social group
Society grants privilege to people because of certain aspects of their identity, such as race, class, gender, sexual orientation, language, geographical location, ability, and religion, to name a few . . .

In the print version of this session a worksheet is handed out to each participant. In this online session, each participant is invited to create their own worksheet. But if they already have Handout 3: Privilege Analysis, that was sent out ahead of time, they only need to fill it out.

This is the first of several slides to build and complete the worksheet, Privilege Analysis.

Say: We are going to engage in an individual thinking and writign exercise to reflect ont he experience of having privileges in society. The origins of the term “privilege” can be traced back to the 1930s, when sociologist W.E.B. Du Bois wrote about the “psychological wage” that allowed whites to feel superior to Black people.�In 1988, educator Peggy McIntosh fleshed out the idea of privilege in a paper called “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies.”�We can define privilege as a set of unearned benefits given to people who fit into a specific social group.�Society grants privilege to people because of certain aspects of their identity. Aspects of a person’s identity can include race, class, gender, sexual orientation, language, geographical location, ability, and religion, to name a few.�You are invited to create a worksheet called Privilege Analysis, or to use Handout 3 that you received ahead of time. I will guide you through this exercise and then invite you to share your insights.

21 of 35

Construct Privilege Analysis worksheet

Find a blank page to record your thoughts, or find Participant Handout 3: Privilege Analysis.

Make three columns on the page.

22 of 35

Privilege Analysis Worksheet

Powerful in Society

Me

Cultural Components

23 of 35

Privilege Analysis Worksheet

Powerful in Society

Me

Cultural Components

Age

Gender

Race

Ethnicity

Physical ability

Marital status

Sexual orientation

Other Cultural Components to add to list:

Education

Economic status (class)

Geographic location

Profession

Language

Citizenship

24 of 35

Privilege Analysis Worksheet

Powerful in Society

What do you notice?

Me

Cultural Components

Age

Gender

Race

Ethnicity

Physical ability

Marital status

Sexual orientation

Education

25 of 35

Privilege Analysis Worksheet

Powerful in Society

Your answer

Your observation

What you notice

Your answer

Your observation

What you notice

Your observation

Me

Check or not?

Cultural Components

Age

Gender

Race

Ethnicity

Physical ability

Marital status

Sexual orientation

Education

26 of 35

Privilege Analysis Worksheet

Powerful in Society

Your answer

Your observation

What you notice

Your answer

Your observation

What you notice

Your observation

Me

Add up how many checks you have in this column and put that number at the bottom of the page.

Cultural Components

Age

Gender

Race

Ethnicity

Physical ability

Marital status

Sexual orientation

Education

27 of 35

Debrief Privilege Analysis

Complete the sentences:

I noticed . . .

I wonder . . .

How does this experience inform me about privileges?

28 of 35

Listen to an interview

Tim Wise on Colorblind Denial and White Privilege

What stood out for you as you listened to this interview?
What challenges you?
What was affirmed for you?

You will be invited to share your responses in a moment

Choose a video or recording based on what may be best for your group. This slide is set up with the link for Option A. �Please do not omit the slide of the video you will not use, because if you do, the slide numbers will not match the rest of the script. �Option A: SLIDE 28 with a link to Tim Wise, Colorblind Denial and White Privilege�Excerpt from 2007 speech. 12:51 minutes. Use underlined link “Tim Wise on Colorblind Denial and White Privilege” to start video.

https://www.youtube.com/watch?v=YMJ-TdYovvs&feature=youtu.be�Say: Do you think people of color and white people are treated equally in your community? Tim Wise discusses why white people and people of color give different answers.�

At the end of your selected video, stay on its slide and ask: �I now invite you to ponder these questions:�What stood out for you as you watched this video?�What challenges you?

What was affirmed for you?

Allow pondering time and invite participants to write some notes for themselves. They will be invited to share after one more question [Slide 31].

29 of 35

Watch a video

#BlackLivesMatter vs. #AllLivesMatter & Checking My White Privilege (Gabbie Hanna)

What stood out for you as you watched this video?
What challenges you?
What was affirmed for you?

You will be invited to share your responses in a moment

Choose a video or recording based on what may be best for your group. This slide is set up with the link for Option B. �Please do not omit the slide of the video you will not use, because if you do, the slide numbers will not match the rest of the script. �Option B: SLIDE 29 with a link to Gabbie Hanna, #BlackLivesMatter vs. #AllLivesMatter & Checking My White Privilege

July 9, 2016. Excerpt 6 minutes of 7:48 minute original.

Note: Use white arrow on video icon to start video.�Say: Gabbie Hanna gives her personal take on white privilege as she has experienced it and come to understand it.

At the end of your selected video, stay on its slide and ask: �I now invite you to ponder these questions:�What stood out for you as you watched this video?�What challenges you?

What was affirmed for you?

Allow pondering time and invite participants to write some notes for themselves. They will be invited to share after one more question [Slide 31].

30 of 35

Watch a video

Robert P. Jones and Adelle Banks: A national conversation on white supremacy & American Christianity

What stood out for you as you watched this video?
What challenges you?
What was affirmed for you?

You will be invited to share your responses in a moment

Choose a video or recording based on what may be best for your group. This slide is set up with the link for Option C. �Please do not omit the slides of the video you will not use, because if you do, the slide numbers will not match the rest of the script. �Option C: SLIDE 30 with a link to Robert P. Jones and Adelle Banks: A national conversation on white supremacy & American Christianity�July 13, 2020. 11:16 minute excerpt (of 25:30 minute original). Note: Use the white arrow in the picture to activate the link.�https://www.youtube.com/watch?v=0w8NrehSI-U&ab_channel=BJC �Say something similar to this: In June 2020, author Robert P. Jones and journalist Adelle Banks sat down for a live conversation on white supremacy and American Christianity, hosted by BJC, the Baptist Joint Committee.

At the end of your selected video, stay on its slide and ask: �I now invite you to ponder these questions:�What stood out for you as you watched this video?�What challenges you?

What was affirmed for you?

Allow pondering time and invite participants to write some notes for themselves. They will be invited to share after one more question [Slide 31].

31 of 35

Reflect on the experience

What are you called to do in the next week or month about race relations as a result of the dialogue?

You will be invited to share your response to this question, along with your responses to the video (what stood out, what challenged you, what was affirmed for you)

Say: Recall what you learned from the time spent in this dialogue today and consider the question, “What are you called to do in the next week or month about race relations as a result of the dialogue?”�Give participants a brief time to ponder the question.

Invite participants to share their responses to the questions, both their reactions to the video AND this one, “What are you called to do?” �Invite participants to share their responses in a small group using MI. If the whole group is small enough, you may do it from the main screen. Otherwise use breakout rooms. �Let participants know what will happen and how long they have to share: “We have set aside about ___ minutes to briefly share our responses to the question. Each person will have about ___ minutes to share.” [30 minutes has been suggested.]

If you send participants to breakout rooms, put the reflection questions in the chat box for them to refer to.

32 of 35

Commitment for future participation

Information about the next dialogue meeting and sharing of tasks

33 of 35

Closing

I am thankful today . . .
My hopes are . . .

Share as invited

34 of 35

Nourished by understanding

Warmed by friends

Fed by loved ones

Matured by wisdom

Tempered by tears

Made holy by caring and sharing

Go forth in peace!

35 of 35

GracEconomic Request

If you appreciated this dialogue process, please make a donation (between $1 and $100) to the Kaleidoscope Institute so that we can continue to develop more resources to empower more people for truth dialogues, including those who have little financial resource.

www.kscopeinstitute.org