GROUP PROCESSES THAT FOSTER TRANSFORMATIVE LEARNING AT MULTIPLE LEVEL OF SYSTEM: Individual, Relational and Societal An Experiential Session

Transcription

1 GROUP PROCESSES THAT FOSTER TRANSFORMATIVE LEARNING AT MULTIPLE LEVEL OF SYSTEM: Individual, Relational and Societal An Experiential Session Organizational Development Network San Jose, California Ilene Wasserman ICW Consulting Group Placida Gallegos Fielding Graduate University Steven Schapiro Fielding Graduate University

2 A framework to explore how various kinds of groups provide a context for transformative learning for racial justice, and the forms of dialogue that take place within them. Context for our Model

3 SELF AWARENESS FOCUS: INDIVIDUAL FOCUS: SYSTEMS FOCUS: GROUP IDENTITY RELATIONAL EMPATHY CRITICAL CONSCIOUSNESS

4 Basis for group membership and relationships Primary experience that is the object of reflection and dialogue Locus of change Form of reflection Dialogic process Group Characteristics

5 Types and Characteristics of Transformative Groups Table 1. GROUP CHARACTERISTICS TYPES AND CHARACTERISTICS OF TRANSFORMATIVE GROUPS Personal Growth & Self-Awareness GROUP TYPE (in Terms of the Goal) Relational Empathy Across Difference Critical Systemic Consciousness Basis for Group Membership and Relationships Common interest in personal and/or intellectual growth Desire to explore differences and similarities Interest in identifying, understanding and addressing shared social realities Primary Experience that is the Object of Reflection and Dialogue: Individual perceptions and life experiences outside of the group and interpersonal interactions within the group Lived experiences of social identities outside of the group, and interactions across differences within the group Lived experiences of oppression, structural inequality, and life in systems outside of the group Locus of Change: Intrapersonal, interpersonal Intrapersonal, interpersonal, intragroup, intergroup Intrapersonal, organizational, societal Form of Reflection Critical self-reflection on assumptions, images from our subconscious, and/or the group process Mutual meaning-making across difference Ideology critique, collective analysis of oppressive systems, and reflection on action for social change. Dialogic Process(es): Critical dialectical discourse Dialogue with the self Listening, witnessing Feedback Storytelling that highlights social identity group perspectives Exploring and imagining of the experiences of others Problem-posing, storytelling, and shared inquiry and meaning-making Renaming shared social realities Reflection on action Schapiro, S., Wasserman, I. & Gallegos, P., Group Work in Dialogue: Spaces and processes for transformative learning in relationship, in Taylor, E.& Cranton, P., eds., Handbook of Transformative Learning Theory, 2011.

6 Questions for Personal, Self-Awareness Group: What are you most aware of at a personal level? What are you noticing about yourself as you are participating in the conference? Questions for Relational Empathy Group: Think about yourself and your racial identity at this conference. What has been your experience at this conference regarding feeling included and recognized? Questions for the Critical Consciousness Group: What systemic issues about racism are you facing at your institution and how are you addressing them? How is being here at the conference influencing your analysis? What actions might you take as a result? Questions

7 Locate yourself according to one of the three types How has it contributed to accomplishing your learning goals? In what ways does the model suggest possibilities for expanding your work into other types of groups? What are the challenges of these types of groups that if overcome would better foster engagement across differences? Experiential Session