Diversity & Inclusion
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A Community Builder's Tool Kit: 15 Tools for Creating Healthy, Productive Interracial/Multicultural Communities
Anti-Racism Initiative of the Institute for Democratic Renewal and Project Change, 2001.
This primer for revitalizing democracy from the ground up can be downloaded for free or ordered for $1.50 per copy.
Harold H. Saunders, International Institute for Sustained Dialogue. St. Martin's Press, 1999.
Harold Saunders, former Assistant Secretary of State and negotiator of the Camp David Accords and now Director of International Programs at the Kettering Foundation, distills over 35 years of experience working with conflicts across the globe. This book describes how sustained dialogue can help conflicting groups of citizens move toward resolution.
Sandy Heierbacher (Director of NCDD). Unpublished manuscript, 2006.
The true power of dialogue and deliberation lies in their ability to surface new insights and innovative solutions when all voices are brought to the table. But while diversity is an asset to these programs, it brings with it a unique set of challenges. This paper addresses four broad challenges related to language and culture that dialogue and deliberation practitioners regularly face. These are: (1) the challenge of getting culturally diverse participants in the door; (2) the logistics involved in having multiple languages spoken in the room; (3) creating a safe space for those with other language/speech needs or differences; and (4) dealing with participants? existing preconceptions, assumptions and stereotypes related to language/cultural differences.
The IRC provides education and training opportunities to students, faculty, and staff as well as intergroup conflict prevention and mediation services. It sponsors retreats, workshops, seminars, and institutes for faculty, staff and students, and collects, develops, and disseminates educational resources and data on discrimination, hate crimes, and intergroup conflict incidents at ASU.
Americans for the Arts' Animating Democracy Initiative, 2005.
This 114-page book opens with an essay by Detroit-based activist, cultural worker, and nonagenarian, Grace Lee Boggs. The book?s case studies feature projects by the Council for the Arts of Greater Lima and Sojourn Theatre on longstanding issues of race and trust among city and county leaders, Los Angeles Poverty Department on the advent of crack in the United States and drug policy reform, The Esperanza Peace and Justice Center on engaging disenfranchised people in dialogue and action on current issues of cultural equity and democracy, and Out North Contemporary Art House on the role of same-sex couples in society.
Building Strong Neighborhoods: A Study Circle Guide for Public Dialogue and Community Problem Solving
Study Circles Resource Center (SCRC), 1998.
A four-session discussion guide on many important neighborhood issues including: race and other kinds of differences; young people and families; safety and community-police relations; homes, housing and beautification; jobs and neighborhood economy; and schools.
CRS, an arm of the U.S. Department of Justice, is a specialized Federal conciliation service available to State and local officials to help resolve and prevent racial and ethnic conflict, violence, and civil disorders. CRS helps local officials and residents tailor locally defined resolutions when conflict and violence threaten community stability and well-being.
The Compassionate Listening Project is a U.S.-based nonprofit organization dedicated to empowering individuals to heal polarization and build bridges between people, communities, and nations in conflict. The Compassionate Listening Project teaches powerful skills for peacemaking in families, communities, on the job, and in social change work locally and globally. Their curriculum grew out of our many years of reconciliation work on the ground in Israel and Palestine. They adapted their trainings and began to teach in the U.S. in 1999, and now offer trainings and workshops worldwide for everyday peace-building.
National Coalition for Dialogue & Deliberation, 2003.
Back in 2003, there was a great conversation on the main NCDD Discussion list sparked by the question "What should we do when our most visible collaborator is perceived as liberal, yet our goals are to involve people with all ideologies?" That conversation evolved to address the all-important question "Are conservatives less interested in citizen engagement than liberals?" Here is a summary of that meaty conversation...
A multicultural learning environment has become the norm in many school districts and communities throughout the United States. The diversity found in these settings offers many opportunities for people to learn more about one another. Yet too often schools are ill prepared to adjust to this diversity positively. To address this reality, the Community Relations Service of the U.S. Department of Justice has developed several racial/ethnic conflict prevention and management programs for schools or school districts.
Jewish-Palestinian Living Room Dialogue Group, San Mateo, California, 2007.
This 43-minute DVD shows a Jew and a Palestinian modeling how to connect with the "other" beginning with personal Story. Tenth grade high school students then engage each other in dyads with a new quality of listening, and the diverse youth speak about their new way of communicating. Len and Libby Traubman are distributing DVDs of their films ?Dialogue at Washington High? and ?PEACEMAKERS: Palestinians & Jews Together at Camp? at no charge to whoever will use them.
Mohammed Abu-Nimer. Albany, NY: SUNY Press, 1999.
Through a critical examination of Arab and Jewish encounter programs in Israel, the book reviews conflict resolution and intergroup theories and processes which are utilized in dealing with ethnic conflicts and offers a detailed presentation of intervention models applied by various encounter programs to promote dialogue, education for peace, and democracy between Arabs and Jews in Israel.
IMTD was founded in 1992 by Ambassador John W. McDonald and Dr. Louise Diamond. The mission of IMTD is to promote a systems-based approach to peacebuilding and to facilitate the transformation of deep-rooted social conflict through education, conflict resolution training and communication. The Institute is based in Arlington, VA, and has more than 1300 members in 31 countries. IMTD is supported by a wide range of key personnel, associates and interns.
The Institute of Cultural Affairs is one of the oldest and largest providers of training in facilitation. Their techniques are known collectively as the Technology of Participation, and they offer an extensive series of courses in the various techniques.
David Schoem and Sylvia Hurtado. Ann Arbor: University of Michigan Press, 2001.
A comprehensive overview of intergroup dialogue which includes 12 in-depth case studies, critical perspectives and the foundation of dialogue in democratic theory. Each of the case studies, which are drawn from leading organizations in the dialogue field, present the program's rationale, an account of its successes, and evaluation data.
Wayne Winborne and Renae Cohen, eds.. The National Conference of Community and Justice, 1998.
Research Perspectives summarizes a cross-section of various social-scientific literatures that have examined intergroup relations: sociology, social psychology, public opinion, and public policy. The editors endeavor to present cutting-edge academic thinking and research to trainers, grassroots activists and organizers, advocacy groups, local human relations commissions, elected officials, and community leaders. In addition, academics are offered a practical understanding of methods practitioners use in their day-to-day activities, which gives them an opportunity to benefit from the experiences and perspectives of those who grapple with intergroup relations every day.
The Jewish-Palestinian Living Room Dialogue Group.
Len and Libby Traubman keep hundreds of people inspired and updated on Jewish-Palestinian dialogue efforts around the world through their e-newsletter and website.
Launched in November 2002, the Study Circles Resource Center and the Southern Poverty Law Center's "Mix It Up" campaign helps young people identify, question and cross social boundaries in their schools and communities. Hundreds of thousands of students in thousands of schools have taken the challenge to sit with someone new during Mix It Up At Lunch Day. Students and teachers are welcome to order the free Mix It Up handbook, Reaching Across Boundaries: Talk to Create Change.
Montgomery County Study Circles, 2006.
This 6-minute video highlights the efforts of Montgomery County Public Schools (Maryland) Study Circles Program to address racism and student achievement in the district's schools and community. Includes Spanish subtitles.
David Schoem and Linda Frankel, Ximena Zuniga, Edith Lewis. Westport, CT: Praeger, 1995.
Rather than representing a homogeneous view of multicultural teaching, this volume reflects the debate and dialogue that surround the issue. This book integrates new scholarship that reflects a more expansive notion of knowledge, and suggests new ways to communicate with diverse populations of students.
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