Diversity Rounds

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This protocol directs students to reflect on the ways in which their identity shapes their reading/ audience response compared to others in a group.  The reflection and comparison help students recognize the insight their perspective affords when it comes to thinking critically and creatively about a work and its effects.

Preparation

  • Choose identity categories that will work well with the group.  Because identity categories can be sensitive, it is good to start with less sensitive ones first and move to more sensitive ones over time (whether that is within the class, or over the course of the year).  If a teacher is unsure about the ways in which an identity category might adversely affect a student, it is good to speak with that student before the activity to ask them their comfort level (e.g., the category of “sexual orientation” might be sensitive to some adolescence who are in the process of exploring their sexuality or gender identification).  Always default to making group members feel comfortable and included.
    • Possible identity categories:  nationality, sex or gender, number of siblings in the family, personal interest (sports, music, art, video games, etc.), ethnicity, number of years in the community/school, religion, race, family situation (2 biological parents, 1 biological and one step, etc.), personality stereotype (hipster, goth, prep, etc.), number one value (need to identify using a sticky note or card), etc.
  • Find a space where students can stand and easily move around.
  • Optional:  post a list of aspects of the work the students might consider in their responses.

Process

  1. Instruct all students to stand. 
  2. The teacher names the category (i.e., “gender”), and students search for 1-3 other students that belong to their same identity category.
  3. The teacher asks:  How might this identity have shaped your response to the work? 
    • It is better if these questions are made to be more specific to the text, such as: How might this identity shpaed your response to [a specific character’s action]? ….to [a specific, imagery rich passage]? ….to [a specific, tense scene]? …to [a resolution of the literary work]?
  4. Give students 5 minutes to discuss as a small group, depending on the group sizes.
  5. Groups share out.
  6. The teacher names a new identity category, and the pattern is repeated three or four times.
  7. Ask students to return to their seats.
  8. Ask students to reflect in pairs, small group, as a class, or in their portfolios:  What am I noticing about myself, the group, and the effect that being in various subgroups has on a person’s reading or viewing experience?  What other aspects of my identity might be playing a significant role in my engagement with the work?

Credits

Adapted from: “The Adaptive School:  Strategies and Moves for Facilitating Groups”.  Thinking Collaborative, https://www.thinkingcollaborative.com/as-resources

Image by Gerd Altmann from Pixabay