Page 279 - Microaggressions in Everyday Live Race, Gender, and Sexual Orientation

Racial Dialogues in the Classroom 253

• “ Excuse me, sir, but prejudice and oppression were and are part of every
society in the world ad infi nitum, not just the United States. ”
• “ We Italians (Irish; Polish; Koreans) experienced severe discrimination
when we arrived here. Did my family harp on the prejudice? We excelled
despite the prejudice. Why? Because the basic founding principles of
this country made it possible! ”
• “ I resent you calling me White. You are equally guilty of stereotyping.
We are all human beings and we are all unique. ”
These emotive reactions are defensive maneuvers used to avoid feel-

ings of guilt and blame. Unmask the difficult dialogue by (1) acknowledg-
ing the accuracy of statements (when appropriate), (2) intervening in the
process rather than the content, (3) helping students see the difference
between intention and impact, and (4) moving to the feeling tone level of
the communication.
While these statements are to the greatest extent “ true, ” they can hinder
a successful dialogue by covering up the real dialogue. By agreeing with
the statement, it no longer becomes the distraction and allows the facilita-

tor to focus on the real issues, feelings, and conflicts in worldview. Avoid
being “ sucked into the dialogue ” by taking sides in the debate of content.
Rather intervene in the process by directing students to examine their own
reactions and feelings. Encourage them to explore how their feelings may
be saying something about them.
The blame game creates monologues. Help students differentiate
between their intention and the impact. When a White female student
says “ So what, we women are oppressed as well! ” Help them distinguish
between intention and impact. Refocus the dialogue to feelings. “ I wonder
if you can tell me how and what you are feeling. ” Teacher: “ John (Black
student) has just agreed with you that women are an oppressed group.
Does that make you feel better? (Usually the student says “ no ” .) “ No,
I wonder why not? ” (Try to help the student to explore why the feelings
are still there. If there is continued difficulty, enlist speculation from the

whole class. The last option is that you, the teacher, make the observation
or interpretation.)

7. Do Not Be Passive or Allow the Dialogue to Be Brewed Over in
Silence
When a difficult dialogue occurs and an impasse seems to have been

reached, do not allow it to be brewed over in silence. The facilitator has
(Continued)

1/19/10 6:14:20 PM
c11.indd 253
c11.indd 253 1/19/10 6:14:20 PM