principles for constructive engagement

1. You don’t know what you don’t know. Strive for intellectual humility.
  • Read the material closely and carefully. Look up new words. Re-read if necessary.
  • If you don’t understand a concept, talk about it in class.
  • Focus on understanding instead of agreement. Sometimes “I disagree” means “I don’t understand.” Also, understanding does not mean you have to agree.
  • Practice asking questions. Most of us have been taught to get the right answers rather than asking thoughtful honest questions.
2. Everyone has an opinion. Opinions are not the same as informed knowledge.
  • Opinion is the easiest and weakest form of academic discussion.
  • Opinion does not require that we know anything about the topic or read the necessary materials
  • Work with a partner or small group and read the texts together, ask each other questions, make connections, look up new vocabulary, discuss favorite or challenging passages.
3. Let go of personal anecdotes and look for larger patterns.
  • Most anecdotal evidence comes from limited personal experience or rumor.
  • Our goal is to understand how social inequality and power systems work which requires a deeper study that examines larger social patterns.
  • Focusing on personal experiences and exceptions prevents us from seeing overall social patterns.
4. Notice your own defensive reactions, and try to use these reactions to develop a deeper self-understanding. Ask yourself:
  • How does thinking about this person’s viewpoint challenge the way I see the world?
  • How have I been shaped by the social issues we are exploring?
  • What about my life (race, gender, class) might make it hard for me to understand this perspective?
  • If I accept this point of view, what ethically will be required of me?
5. Recognize how your social position (race, class, gender, sexuality) informs your reactions to your teacher and fellow students.
  • Practice naming your social position and reflecting on how it informs your response to the class content. This is an ongoing exercise.
  • Try to identify with the perspective of the texts you engage with.​
Adapted from: ​ Sensoy, Özlem, and Robin J. DiAngelo. Is Everyone Really Equal?: An Introduction to Key Concepts in Social Justice Education. New York: Teachers College, 2012. Print.