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UNDIVIDED FACILITATOR TRAINING
“All things are possible for one who believes.”
Mark 9:23
“Listen”
I will listen, listen, listen for the Lord
I will listen, listen, listen for the Lord
His voice is quiet, but his voice is clear.
I will listen, listen, listen for the Lord
I will keep my eyes open, open for the Lord
I will keep my eyes open, open for the Lord
Though sometimes hidden, I can trust he’s near
I will keep my eyes open, open for the Lord
My heart is hoping, hoping for the Lord
My heart is hoping, hoping for the Lord
In times of trouble, in times of fear
My heart is hoping, hoping for the Lord
I will wait for you, I will wait for you
I will wait for you, for you to speak
I will wait for you, I will wait for you
I will wait for you, to move
I will listen, listen, listen for the Lord
I will listen, listen, listen for the Lord
His voice is quiet, but his voice is clear.
I will listen, listen, listen for the Lord
An Army of Reconcilers
•••••
•••
HISTORY
A Race Story of Cincinnati
Cincinnati Also Meant Freedom
Underground Railroad
Allen Temple AME
Riots of 1829 & 1841
Lane Theological Seminary
Uncle Tom’s Cabin
Great Migration & Cincinnati
West End: A Vital Black Neighborhood
I-75 Rips Through Black Cincinnati
1967 Unrest in Avondale
1968 Unrest Following MLK Assassination
Whites Only at Coney Island
Title Transfer from 1978—Whites Only
War on Drugs/Mass Incarceration
2001 Unrest in Cincinnati
Black United Front & Collaborative Agreement
Sam Dubose Killed by Officer Tensing
Racial Disparities Continue
Freedom Center
Opportunity for Universal Preschool
Multi-Racial Churches
UNDIVIDED: Crossroads
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What word or phrase best describes how you feel at this point?
• Excited
• Sad
• Angry
• Hopeful
BREAK
Facilitating Empathy
Empathy is our built-in system to connect to the experiences of others
It is in an inherently uniting force; it removes artificial divides and focuses on shared experience
It breaks us out of our echo chambers; makes us conscious of our implicit biases. (See week 2 of the
curriculum!)
It naturally creates freedom and open dialogue, and engages a full-body problem-solving process.
Why Are We Talking About Empathy?
A shared emotional experience that creates an impulse to act on behalf of the other.
What is Empathy?
Head
Heart
Gut
Allowing what you’re talking into your head
To affect your heart
Which compels you to act on another’s behalf
Engaging Three Nervous Systems for Full-Body Problem-Solving
How Empathy Works
Central Nervous System (CNS) (executive function, information integration, conscious thought)
Autonomic Nervous System (ANS) (automated core functions, non-conscious physiological response)
Enteric Nervous System (ENS) (gastrointestinal mediation, peristaltic reflex, intestinal aversion)
It’s not sympathy.
The difference between sympathy and empathy:
“sym” means together.
“em” means inside of.
Acceptance/non-judgment
Frequent mirroring/playback (both emotions and contexts)
“Reading the room” / Non-verbals
Allowing for switching off / tuning out
Giving yourself permission to fail
Facilitating Empathy
Manifesting Cognitive Empathy
D.I.R.P.D.I.R.P. is a method for how to make an empathic connection with another person you are not naturally empathic with.
DECIDE THEY ARE WORTHY OF CONNECTION
IDENTIFY THEIR EMOTIONAL EXPERIENCE
RECALL A TIME YOU HAVE HAD THAT EMOTION
PLAY IT OUT - WHAT DID YOU WANT/NEED?
Non-Empathic Language
“I hear you.” “I hear you, but…”
“What do/did you need?” “What you need is…”
“I’m so sorry that happened.” “It could have been worse!”“At least it wasn’t…”
“What are you feeling?” “I know exactly how you feel.”
“That sounds really hard.” “You think that’s bad?”
Empathic Language
Select a card from the pile that evokes an emotion about race
relations
Get into groups of 2
Listen to your partner share why he/she picked
that card
Practice DIRP while listening, then respond
with what your I, R & P were.
Let’s Try It.
DECIDE THEY ARE WORTHY OF CONNECTION
IDENTIFY THEIR EMOTIONAL EXPERIENCE
RECALL A TIME YOU HAVE HAD THAT EMOTION
PLAY IT OUT - WHAT DID YOU WANT/NEED?
CONTENT REVIEW
Getting Ready – Connecting the Dots
Undivided session theme
Small group Reflection
Biblical story/context
Experiential & Practice
Each session will include…
Session One ~ RelationshipPg 7
Session One ~ RelationshipPg 8
Each session will include………………………
Session One ~ Relationship
Pg 9
Each session will include………………………
Session One ~ Relationship
Pg 10
Surprises are fun but …..
Facilitator Guide
Participant Guide
Site Leaders
Weekly Facilitator Q&A sessions one hour prior to group meeting
….not in Undivided.
Kiwi Live
Ready to take the leap ……
Great!!! Let’s have lunch……
Lunch
Repentance and Believe
“Systemic” Nature of Disparity
Web of Disparity
Income / Wealth
OccupationEducation
Housing
Health & Health Care
Regulations, Laws & Justice
System
Self-Esteem /
Social Norms
Family
Homeownership
March 9 - June 16, 1933 - The New Deal social and economic programs are passed by the United States Congress
50%
5 yrs 30 yrs
10-20%
1934 - 1962
$120 Billion
< 2% National Appraisal System
Education / Wealth
Web of Disparity
Income / Wealth
OccupationEducation
Housing
Health & Health Care
Regulations, Laws & Justice
System
Self-Esteem /
Social Norms
Family
“Systemic” Nature of Disparity.
• Disparity in one life area influences many areas; a self-reinforcing system.
• Overcoming disparity in one life area requires addressing other areas as well.
• Sustained improvement in one area may improve other life areas too.
• The “system” that promotes disparity is usually invisible to the dominant group.
Self Survey
Racial Beliefs Self-Survey
1. Complete survey in silence.2. Step to area for your group & share.3. Find a person who answered differently than you,
pick the question where you had the most disagreement and learn the reason they answered as they did.
4. Find if anyone in the group answered ALL the questions EXACTLY the same as you.
Survey
• This is just one possible model for racial identity development. • Although this model focuses on “race”, similar parallels can be made between dominant
and non-dominant groups in other dimensions (e.g. gender, sexual orientation, class, etc.)
• Descriptions of each stage are not all-inclusive; other characteristics may describe a stage.
• One may not fit completely into any one stage, and one’s stage at any one time may change depending on the situation.
• People are not “better” or “worse” due to their stage; each stage is necessary to deal with needs and experiences the person happens to have at that time.
• The development of a positive sense of racial/ethnic identity, not based on assumed superiority or inferiority, is an important for us ALL.
• Those who feel affirmed in their own identity are more likely to be respectful of others' self-definition.
Definition: “Racism” – The decision-making process whereby the dominant group uses race to favor their group and restrict resources and/or power of other groups, even though this decision-making process may be undertaken unconsciously.
Stages of Identity Development Survey - Guiding Assumption
Stages of Identity Development Whites
(Dominant Group)
1. ACCULTURATED Individual may agree with dominant culture statements 1 & 2.
Statement 1: Interacting with minorities makes me uncomfortable.Statement 2: Everyone has equal opportunity to succeed in America.
Dominate Culture (Whites)
Acculturated Description:• Unaware of racism / disparity, accepts dominant “norms”• Acceptance of stereotypes about minority groups.❑ Examples:✓ I don't see color when I look at a person.✓ I don't have an ethnic identity. I don't think of myself
as white; I'm just a person. Tends to be unaware of racism, prejudice and discrimination, and believes that everyone has an equal chance for success. Believes that racial and cultural differences are unimportant. Has an unconscious acceptance of their own culture as “the norm” and does not see themselves in a position of advantage.
Dominate Culture (Whites)
2. DISINTEGRATIONIndividual may agree with dominant culture survey statements 3 & 4.
Statement 3: Because I have minority-group friends, I can truthfully claim that I am not racist.Statement 4: “Racism” in America is mainly confined to a limited number of extremists and bigots.
Dominate Culture (Whites)
DISINTEGRATION Description:• Beginning to recognize that society discriminates based on race• Becoming awareness of prejudice, discrimination, and racism• Has conflict over new knowledge about race relations, marked by
feelings of confusion, guilt, anger and depression
Individual experiences conflict between identification as a White and ideals such as “equality for all”. ❑ Examples:✓ Believes self is non-racist yet would not want own child
to marry a minority group member✓ Copes by avoiding contact with persons of color, not
thinking about race, and seeking reassurance that racism is not their fault.
Dominate Culture (Whites)
3. REINTEGRATIONIndividual may agree with dominant culture statements 5 & 6
Statement 5: Blacks tend to be overly sensitive to racial issues; they readily claim discrimination even when unwarranted, and often “play the race card”.Statement 6: Affirmative Action gives minorities unfair advantages.
Dominate Culture (Whites)
REINTEGRATION Description: Coping with the previous “disintegration” stage, the pendulum may swing back where the individual idealizes one’s own culture and consequently negates or becomes intolerant of minority groups, such as blaming them for their own problems.
• Individuals at this stage may also view programs promoting equality as “unfair advantage” for minorities❑ Example✓ “My Irish ancestors had to work hard to get
ahead and they were discriminated against. Why are Blacks complaining so much?”
Dominate Culture (Whites)
4. PSEUDO-INDEPENDENCE: Individual may agree with dominant culture survey statement 7.
Statement 7: Minorities can fit in well if they get the proper training and education.
Dominate Culture (Whites)
PSEUDO-INDEPENDENCE description • A painful or insightful event may lead a person to
identify with the plight of minorities, such as awareness of other mistreated minorities.
• Attempts to understand differences, and purposefully interacts with minorities.
❑ Example:✓ Without understanding oppression, bias, and
prejudice, individual may perpetuate racism by trying to make minorities fit the majority’s standards
Dominate Culture (Whites)
5. EMERSIONIndividual may agree with dominant culture survey statements 8-10.
Statement 8: Minorities are still at a disadvantage despite Affirmative ActionStatement 9: Whites are the ones responsible for maintaining and supporting racism.Statement 10: Oppression of any minority group (e.g. ethnic group, gender, sexual orientation, religion, etc.) hurts us all.
Dominate Culture (Whites)
EMERSION description:• Exploration and confrontation of one’s own biases creates a new
non-racist “White” identity❑ new identity deals with the fact that Whites benefit from
“unearned” privileges as members of the dominant culture and the need to be more active in combating racism and oppression, promoting equity✓ Focus is not changing minorities, but changing themselves
and educating other Whites✓ Able to explore issues of racism and personal responsibility
without defensiveness▪ “Walks the talk” and values/seeks interracial
experiences. ✓ More balanced, more open to acquiring new information
▪ Makes conscious effort to seek out info about POC
Dominate Culture (Whites)
Non-Dominate Culture (Persons of Color)
1. CONFORMITY: Individual may agree with non-dominant culture survey statements 1 & 2.
Statement 1: To be a minority is unfortunate.Statement 2: The problem of interracial disparity is an individual one. You can improve your position if you put in the effort; many minorities just don’t want to improve themselves.
Non-Dominate Culture (Persons of Color)CONFORMITY description
• Associates physical and cultural characteristics of their own group as a source of shame
• Views white people and culture as superior because they are the majority standard
• Attempts to adapt White mannerisms, speech, dress, and goals• Internalizes White stereotypes towards various minority groups.
❑ Example✓ To avoid the psychologically painful position of realizing
their group is at a disadvantage, the person divorces themselves from their own group such as by thinking “I’m not like others of my group.”
Non-Dominate Culture (Persons of Color)
2. DISSONANCE: Individual may agree with non-dominant culture survey statements 3 & 4.
Statement 3: Members of my own racial group are by far my preference for friends, colleagues, and romantic interests.Statement 4: The resources of minorities should be focused on supporting our own group. For example, Black businesses should do business with other blacks and resources shouldn’t be wasted on trying to educate Whites about their problem of racism.
Non-Dominate Culture (Persons of Color)
2. DISSONANCE description• Has a growing awareness that racism does exist• Aware one can’t escape one’s cultural heritage• Awareness of positive attributes of own culture
create feelings of pride and shame ❑ Energy is expended toward working to
eliminate disparity between one’s own minority group and the dominant group
Non-Dominate Culture (Persons of Color)
3. IMMERSION: Individual may agree with non-dominant culture survey statement 5.
Statement 5: Whites should be openly and directly confronted on their racism and racist systems to make their shame move them to change.
Non-Dominate Culture (Persons of Color)IMMERSION description
• Realizes no need to be ashamed of who they are✓ May withdraw from the dominant culture to immerse self into
own culture✓ May develop unbridled racial and/or cultural pride.
• Likely to perceive✓ dominant culture as oppressive and responsible for the plight
of minorities✓ all members of the dominant group as untrustworthy
• Growing sense of comradeship with other minority groups, though✓ May not attempt to reach out and understand their values and
ways
Non-Dominate Culture (Persons of Color)
4. INTROSPECTIONIndividual may agree with non-dominant culture survey statement 6.
Statement 6: My own minority group is too oppressive on our own members by labeling those who fit in and/or see merits with the dominant (White) culture as “selling out”.
Non-Dominate Culture (Persons of Color)
INTROSPECTION descriptionIndividual recognizes that many dominant culture elements are desirable, yet there is confusion as to how to mesh them with own culture, individual may wonder
• “Is accepting White culture a sellout?” • “How Black am I?”
Individual • Rejects notion of completely accepting either their own culture or the
dominant culture• Reaches out to other groups to find what oppression they experience
and how this has been handled. • Acknowledges there is variation amongst all groups of people❑ Example✓ I grew up wanting to be accepted and ended up almost denying
my race and culture. I don't think I did this consciously, but the denial did occur.
Non-Dominate Culture (Persons of Color)
5. INTEGRATIVE AWARENESS: Individual may agree with non-dominant culture survey statements 7 & 8.
Statement 7: Disparities that disadvantage a minority group other than my own (e.g. ethnic groups, gender, sexual orientation, religion, etc.) hurts all of us.Statement 8: I feel compassion towards Whites because racism from many of their members and institutions hurts all of them too.
Non-Dominate Culture (Persons of Color)INTEGRATIVE AWARENESS description
Individual • Has a positive self-image with a strong sense of self-worth• Sees self as a member of their own racial/cultural group✓ without having to accept group values unequivocally
• Aware that each member of the group is also an individual at some stage of identity development
• Reaches out to different minority groups to understand their values and practices
• Supports all oppressed people, regardless of similarity to one’s own group
• Has selective liking for members of the dominant group who seek to eliminate oppression
• Aware that Whites are also victims in need of help from White racism
Pause
Share Personal Refection
Stages of Identity Development People of Color
(Non-Dominant Group)
Commitment and Close