D I ALO G UE: A P L A N FO R THE 2 0 2 0 E L E C TI O N
Complex issues often require a com-
plex set of responses. Educators didn’t
create the polarization in this country,
and yet, the deep divisions that exist in
our broader society threaten to rip our
schools apart. As leaders, we need to be
proactive and intentional about how our
schools are going to handle the upcom-
ing Election.
I suspect that the root of the fear comes
from the fact that most teachers haven’t
been trained in civil dialogue skills. They
haven’t been given tools and techniques.
They haven’t learned best practices for
creating a classroom where dialogue can
thrive. They haven’t learned tips on how
to turn down the ‘heat’ when a discus-
sion explodes. The good news is that
dialogue skills can be taught, there are
excellent classroom resources, and train-
ing is available.
“
Dialogue Works
... I’ve heard more and
more teachers say that
they refuse to address any
controversial issue in the
classroom because they
feel ill-equipped to deal
with conflict.
My own work as a dialogue practitioner
started nine years ago when I registered
my students in a global education pro-
gram run by the Tony Blair Institute for
Global Change ( TBI) (https://institute.
global/advisory/generation-global).
To join the program, teachers commit
to introduce students to key dialogue
skills and then connect them through
videoconferences to students in coun-
tries around the world. The program
transformed my classroom and my stu-
dents. I watched them blossom into
global citizens with confidence to speak
about their own beliefs, to show respect
for different perspectives, and to use
the skills needed to navigate ideologi-
cal differences. Over the last nine years,
I’ve remained deeply influenced by TBI’s
dialogue theory and pedagogy. I’ve led
hundreds of trainings and facilitations
with public and independent students,
educators, administrators, graduate stu-
dents, religious leaders, and communit y
”
Over the past few years as I’ve traveled
across the country leading civil dialogue
workshops, I’ve heard more and more
teachers say that they refuse to address
any controversial issue in the classroom
because they feel ill-equipped to deal
with conflict. I sympathize. I understand
the fear of conflict and the deep desire
to avoid anything that might be con-
troversial. However, I believe that do-
ing nothing isn’t the solution, and these
are missed opportunities for students to
learn crucial skills for effective leadership
in a diverse society.
Continues on page 4
CSEE Connections
Summer 2020 Page 3