1. Integrating Intergroup Dialogue Principles
& Skills into Academic Libraries
Mérida E. Allen (she/her/hers)
Ione T. Damasco (she/her/hers), University of Dayton,
Chanel P. Wright (she/her/hers)
October 17, 2019
ALAO 2019 Preconference Workshop
IONE

2. We are presenting on the traditional homelands of the Chippewa, Delaware, Miami, Potawatomi, Shawnee, and Wyandot Nations. We acknowledge the painful history of genocide and forced removal from this territory. We honor and respect the Indigenous Nations that continue to connect with this land today. As we come together today to develop the skills needed to create more inclusive libraries, let us pledge to recenter those who continue to be marginalized as a legacy of colonialism and educate ourselves on the issues they continue to face.
IONE--Beyond this land acknowledgment, I also ask that you pledge to one small action in support of indigenous communities after this conference. Some examples might be donating to organizations that support indigenous peoples, reading news articles on websites that highlight indigenous issues, or pledging to add more titles by indigenous authors to your collection. Reflecting upon the history of the land we are on is important, but more important is what we choose to do moving forward.

3. Community Guidelines Confidentiality
Our primary commitment is to learn from each other
We will not demean, devalue, or “put down” people for their experiences, lack of experiences, or different interpretations of those experiences
We will trust that people are always doing the best they can
Speak your discomfort
Expect and accept a lack of closure
Monitor your airtime
MERIDA
Offer to add or edit any items on the guidelines
Offer parking lots

4. Overview Agenda Defining dialogue and intergroup dialogue (IGD)
Exploring power, privilege, and oppression
Incorporating principles of IGD into tough conversations
Overview
MERIDA

5. Learning Outcomes Agenda
Identify similarities and differences within and across social identity groups
Examine how personal/group socialization influences our perspectives, feelings, and behavior regarding real life issues connected to racial and other inequalities
Develop dialogue-based skills, including active listening and perspective-taking
Learning Outcomes
MERIDA

6. Context Social media Cancel culture
ALA Midwinter/Professional associations
Why did you sign up for this workshop? What do you hope to learn from this experience?
IONE—Why this workshop, and why now? I think we can all agree that the ubiquity of social media, and the often heated exchanges that take place over different topics, can spark a need for all of us to figure out ways that we can communicate around challenging topics more effectively, and more respectfully. We also live in a time where the idea of cancel culture is prominent. Can anyone tell me what cancel culture is? It’s this idea that whenever anyone in the public eye says or tweets or writes something that is deemed offensive, then people “cancel” their subscription, support, follows, etc. of that person. It’s a broad, and wholesale dismissal of that person in the public consciousness, and the rhetoric around those individuals and what they have said or done is often treated in a very binary matter—no room for conversation or gray areas. And finally, some of you may be aware of what happened at Midwinter during the ALA Council meeting this past year. A Black woman was confronted by a white man librarian in that meeting and was essentially verbally attacked by him for her views on systemic racism. It made the news—an article on Insider Higher Ed, and one of the issues that came out of that situation was the fact that no one in the meeting spoke up to support her. No one interrupted what was a harmful communication event. (context)/ MERIDA (questions)

7. Icebreaker
CHANEL
Name Place/space of significance Describe what a dinner conversations would have been like
Put up the next slide as a reminder of community guidelines

8. Community Guidelines Confidentiality
Our primary commitment is to learn from each other
We will not demean, devalue, or “put down” people for their experiences, lack of experiences, or different interpretations of those experiences
We will trust that people are always doing the best they can
Speak your discomfort
Expect and accept a lack of closure
Monitor your airtime
MERIDA
Offer to add or edit any items on the guidelines
Offer parking lots

9. Principles of Dialogue
IONE

10. What is dialogue?
A communicative event in which people with different perspectives seek to understand each other’s views.
A process of collaborative understanding
Does not demand nor expect agreement
Listening deeply enough to be changed
IONE
Since we’re talking a lot about communication today, let’s start with a very general definition of dialogue. This is a definition that we use on our campus. Dialogue is a communicative event in which people with different perspectives come together to try to understand one another’s views. Dialogue is a process—it’s meant to be collaborative, which means the people involved choose to work together to gain new understanding. Dialogue does not mean that people who participate in it will come to an agreement at the close of the dialogue. It’s more about understanding, not necessarily agreeing with one another or taking each other’s positions. Dialogue also means participants need to listen deeply enough to be transformed by the experience—that they are open to taking in new information that deepens their understanding of an experience or an issue that is different from what they thought or believed before the dialogue.

11. LARA: Affirmative Listening
Listen -- Listen with an intent to understand. Listen for underlying principles, cultural values, emotions, and issues behind what is being said. Listen for commonalities.
Affirm -- Affirm the principles or issues in what was said, or simply the feelings or emotions that were expressed. Affirming is not agreeing, it’s acknowledging or recognizing what is shared.
Respond -- Respond to the issues that were raised and the underlying needs behind them. Ask questions about what was said.
Add -- Add information to the conversation. After seeking to understand, seek to be understood.
IONE
Listening is an important component of dialogue, and this is a kind of listening that contributes to productive dialogues between people coming from different perspectives. And really, these are good listening skills in general to have that can help move conversations forward or to resolve conflict. Affirmative listening means we aren’t just waiting for our turn to speak in a conversation—we are actively listening to understand the other person in the dialogue. So we listen to what they are saying, really trying to process it, and then we affirm what we hear (not necessarily agree with it) to ensure we really understood what the other person said. So you might say something like “what I’m hearing you say is…” and then restate what the person said back to them. Once you have affirmed you understood what was said, you can then respond to any issues that were raised, or ask questions. Finally, you can add your perspective, your information to the dialogue. At this point, if you’re trying to resolve a conflict, and not just have a dialogue about a topic, this is where it’s important to operate from “I” statements. So you might say something like: ““I feel ____­­­­­­­­­­__ when (you) _______ because ________.  What I’m hoping we might try is ________.”

12. Monologue Discussion Debate Dialogue
One voice, multiple participants
One voice maintains the silence of others
Win-lose orientation
Disregard relationships
Discussion
Debate
Dialogue
Multiple voices, multiple participants
Each voice tries to persuade others
Retain relationships
Each voice tries to overcome the others
Each voice tries to create mutual understanding
Not about winning or losing
Build relationships
IONE
Before we jump into intergroup dialogue, it’s helpful to think about different types of communication that we are familiar with, and that we often encounter.
Monologue--like someone giving a speech
Discussion--similar to what happens in classroom settings
Debate--social media, political debates on TV
Dialogue--is something that we don’t often do, trying to create understanding that can lead to empathy. In discussion and debate, we don’t typically practice affirmative listening, because we are trying to convince others that our stance is the correct one, so we either listen for places where we disagree, or we are listening for the sole purpose of countering another person’s viewpoint. In both discussion and debate, we don’t often pay particular attention to the identities of the participants, or the power dynamics that are explicitly and implicitly at work.
There can be value in discussion and debate. Discussion is great for brainstorming or sharing facts, for example. And even though it might seem like there isn’t much value in debate, debate can be useful in situations where a clear decision needs to be made. Debate can also help each individual participant sharpen and refine their particular viewpoint on a topic. But dialogue is where we can really work to build and retain relationships across difference.

13. What is Intergroup Dialogue?
Intergroup dialogue is a face-to-face facilitated conversation between members of two or more social identity groups that strives to create new levels of understanding, relating, and action Intergroup dialogues encourage direct encounter and exchange about contentious issues, especially those associated with issues of social identity and social stratification. They invite students to actively explore the meanings of singular (as men or as women) or intersecting (as men of color or as white women) social identities and to examine the dynamics of privilege and oppression that shape relationships between social groups in our society. In addition, the dialogues build dispositions and skills for developing and maintaining relationships across differences and for taking action for equity and social justice.
Zuniga, X. (2003). “Bridging Differences through Dialogue.” About Campus: Enriching the Student Learning Experience, 7(6), 8-16.
MERIDA

14. IGD is a 4-stage model Stage 1 Stage 2 Stage 3 Stage 4
Group Beginnings: Creating a Shared Meaning of Dialogue
Practicing Dialogue: Getting to the Root of Intergroup Inequality
IGD is a 4-stage model
Stage 1
Stage 2
Stage 3
Stage 4
Identity, Social Relations, and Conflict
Alliances and Other Next Steps
CHANEL
Adapted from Petryk, T. and Fisher, R. (2016, June). Intro to 4 Stages of IGD. Presented at the National Intergroup Dialogue Institute at the University of Michigan, Ann Arbor, MI.

15. Stages of Intergroup Dialogue
Identifying the differences between discussion, debate, dialogue
Developing group norms developed
Examples of activities
Icebreakers & team builders
Facilitators share personal stories
Social identity profile
Stage 2
Exploring social group identity
Exploring differences in power and privilege
Understanding the process of socialization
Examining structural oppression & privilege
Examples of activities
Cycle of socialization & identity timelines
Fishbowl
MERIDA
Adapted from Petryk, T. and Fisher, R. (2016, June). Intro to 4 Stages of IGD. Presented at the National Intergroup Dialogue Institute at the University of Michigan, Ann Arbor, MI.

16. Stages of Intergroup Dialogue
Examining the impact of social structures and institutions on individuals via pertinent social issues
Practicing dialogue
Learning to embrace conflict while staying in dialogue
“Dialogue about the dialogue”
Examples of activities
Take A Stand
Crossing the Line
Four Corners
Stage 4
Exploring empowerment, allyhood, and action planning
Determining next steps
Building capacity & identifying alliances
Examples of activities
Spheres of influence
Cycle of Liberation
CHANEL
Adapted from Petryk, T. and Fisher, R. (2016, June). Intro to 4 Stages of IGD. Presented at the National Intergroup Dialogue Institute at the University of Michigan, Ann Arbor, MI.

17. Social Identities Examples of social identities Race Gender identity
Sexual orientation/sexual identity
Ethnicity
Socioeconomic status
Religion
Ability
MERIDA
Ask group for examples
Adapted from the University of Michigan, The Program on Intergroup Relations, 2016.

18. Social identity snapshot
Take 5 minutes to complete your profile
Social identity snapshot
MERIDA

19. Listening exercise
IONE
In groups of 3, using one of the identities on your snapshot, take 3 minutes to talk about which identity was the easiest for you to complete, and which one was hardest to complete. The paraphraser will then have 2 minutes to paraphrase what they heard, and then the questioner will have 2 minutes to ask clarifying or probing questions

20. Break

21. Some additional definitions
privilege - A special right, advantage, or immunity granted or available only to a particular person or group
white fragility - the inability of white people to tolerate racial stress which results in disbelieving defensiveness when their ideas about race and racism are challenged particularly when they feel implicated in white supremacy
microaggression - everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership
CHANEL

22. Social identities & Power
CHANEL

23. Social Identity & Social Power
Oppression: A system that perpetuates an imbalance of advantages and resources based on perceived social group memberships. Oppression can happen on multiple levels.
Individual: One person’s actions that reflect prejudice against a target social group.
Institutional: Policies, laws, or rules enacted by organizations or institutions that disadvantage specific groups and while providing advantages to others. Examples of institutions: religious, governmental, educational, legal, and health care.
Societal/Cultural: Social norms and customs that have a differential and/or harmful impact on marginalized groups. These norms almost always have a historical significance, and the impacts are not always intentional.
CHANEL
Adapted from the University of Michigan, The Program on Intergroup Relations, 2016.

24. Social Identity & Social Power
Oppressed/Marginalized/Target Group - Group that faces oppression and has less social power; social identity groups that are disenfranchised and exploited.
Privileged/Dominant/Advantaged/Agent Group - Group that has privilege and more social power; social identity groups that hold unearned benefits or advantages in society
Intersectionality - The ways in which each person’s social identities interconnect and contribute to unique, multiplicative, and layered experiences of oppression and privilege. Everyone holds multiple social identities (i.e., gay man; White woman; upper-class Person of Color). Social identity power is also contextual, which means it can vary depending on the environment in which one is located at any given moment.
CHANEL
Adapted from the University of Michigan, The Program on Intergroup Relations, 2016.

25. INTERSECTIONALITY SEXUALITY ETHNICITY RACE EDUCATION GENDER CLASS
ABILITY
AGE
RELIGION
LANGUAGE
HERITAGE
Overlapping or intersecting social identities,
and related systems of oppression, domination, or discrimination
MERIDA

26. Bias Explicit Deliberate Conscious Social and Personal values
Systemic prejudice and/or discrimination
Implicit
Typically unconscious
Involuntarily formed
Habit
Cryptic response
“Microaggressions”
MERIDA
Source:

27. Implicit Bias, Peanut Butter and Jelly
MERIDA
Source:

28. Four corners activity In what ways have you: Witnessed? Interrupted?
Experienced?
Contributed?
Four corners activity
MERIDA--within the library environment, or in your role as a library employee

29. Break

30. Communication strategies
IONE
So in this section, we’re going to talk about some strategies for handling difficult communication situations

31. Calling In vs. Calling Out
IONE
Some of you might have attended IDEAL this past August, so you will have seen this video, but I think it’s a great illustration of two different ways to approach addressing when a situation arises that might make someone feel really uncomfortable, like a microaggression.
Source -- PROJECT ROCKIT. (2018 March 11). STANDING UP: What is calling in versus calling out?. [Video File]. Retrieved from

32. Some strategies for responding to microaggressions
Ask for clarification or more info: “Could you say more about what you mean by that?”
Separate intent from impact: “I know you didn’t realize this, but when you ____ (comment/behavior), it was hurtful/offensive because_____. Instead you could____ (different language or behavior.)”
Challenge the stereotype--give information, share your own experience and/or offer alternative perspectives.
“Actually, in my experience________________.”
“I think that’s a stereotype. I’ve learned that_________________.”
“Another way to look at it is _______________.”
IONE
To reinforce some of the messaging in that video, here are some ways that you can respond to a microaggression when it happens. If you choose to say any of these things, it’s good to be mindful of your own comfort and/or safety in saying these things. We spent time earlier thinking about our own social identities, where we might have some power or privilege, and where we might not. But if you do have some power in a particular situation, I encourage you to think about when and how you might say any of these statements to address a microaggression. These statements are also an example of how to be an effective ally, which you learn much more about if you attend this evening’s workshop.
microaggressions-and-bias.pdf

33. Multipartiality: Balancing power
DOMINANT/GRAND/MASTER/META-NARRATIVE
Agent Target
Neutrality
Advocacy
Multipartiality
IONE
I want to spend a little bit of time coming back around to a key principle in intergroup dialogue. This is the concept of multipartiality.
Multipartiality, as opposed to impartiality, is a practice in intergroup dialogue facilitation that focuses on balancing social power, independent of and in contrast to dominant norms in society. Equal participation is facilitated and equal attention is given to the multiple identities and experiences of all group members, target and agent, so that no one group is being exploited for the benefit of another. The purpose of multipartiality is to equalize the structural and social forms of oppression that are present in an intergroup dialogue and share social power equally between group members so that a new reality can be created.
N = Impartiality (neutral facilitation). Not challenging the dominant narrative Ad = Advocate. Positional authority to push back and challenge way of dominant thinking. Only reacting to dominant narrative. Not helping other narrative. MP = comes from work at U of Mass Amherst. Using positional power to push back on dominant dialogue. But also pursuing the narrative of A at the sametime. Making sure their narrative is being brought along the journey. This means that Intergroup dialogue facilitators: (a) Affirm contributions from all group members while challenging some contributions more than others depending on how they uphold the dominant norms and narrative in society (b) Are partial to identities and perspectives not represented among the dialogue participants.
Adapted from the University of Michigan, The Program on Intergroup Relations, See “Multipartiality” video:

34. 1-minute writing reflection
MERIDA
What are some ways you might use multipartiality in your library work? Think about all the tasks and roles you play in your library, and where multipartiality might fit in.

35. Scenarios Practice LARA Impact of social identities
Remember the community guidelines
Scenarios
MERIDA

36. Scenario #1: Can I see some ID?
You are the director of a college library that is open until 2 a.m. but requires an ID to be admitted after 10 p.m. It is 10:30 p.m. and you have been called because one of the evening student workers, a white female, has called campus police. A Black male student has refused to show ID upon entering the library, stating “his white friends never have to show their ID to get in.” He is upset that she won’t let him in, and refuses to leave. You arrive and campus police are on site already, and he has shown his valid college ID to them. How do you respond to the student seeking entry into the library? How do you respond to the student worker?
CHANEL
People will pair off to discuss strategies/what they would say, then reconvene as large group to share out

37. Scenario #2: Meeting microaggression
You are in a meeting with colleagues discussing a facilities issue that needs funding in order to address it. The person describing the issue uses the word “ghetto” as an adjective and makes eye contact with you, the only person of color in the room, as if to affirm her use of that term. Her nonverbal communication towards you makes you uncomfortable. How do you spotlight or address this presumably unconscious bias?
CHANEL

38. Debriefing
GROUP

39. What are you willing to commit to?
Take 5 minutes to write your own action plan
What are you willing to commit to?
IONE--maybe connecting to the conference program, pushing beyond your comfort zone

40. Power of Words
MERIDA

41. Questions? Thank you!
GROUP

42. Definitions Bibliography
Privilege (n.d.) In Lexico online dictionary. Retrieved from
Iqbal, N. (2019, February 16). Interview Academic Robin DiAngelo: ‘We have to stop thinking of racism as someone who says the N-word’. The Guardian.
Waldman, K. (2018, July 23). A socialist examines the “white fragility” that prevents White Americans from confronting racism. The New Yorker. Retrieved from
Sue, D.W. (2010, November 17). Microaggressions: more than just race. Psychology Today. Retrieved from