In the context of the class or book discussion circles of His Name Is George Floyd, all facilitators and participants should be mindful that the issues raised in the book may intersect with lived experiences of our participants. For some, these discussions may bring up traumatic past events experienced either directly or indirectly. We therefore encourage all to be cognizant of how to build a safe discussion environment, offer options for consent and alternative assignments when appropriate, to be sensitive to how these topics are discussed, and to reiterate the resources available for support.
Faculty are advised to be very aware of faculty-student power dynamics and take particular care to create a safe, collaborative atmosphere using the best pedagogical and trauma-informed practices when developing the unit(s) within which to discuss His Name Is George Floyd. Faculty are particularly encouraged to be aware of how trauma might shape and inform students' experiences in the classroom and, to the degree possible, offer options for consent and to be very aware that students need options to consent.
Faculty are advised to be particularly thoughtful about any audio-visual material utilized to enhance the unit and the discussion.
Specifically, due to the graphic and disturbing nature of the body cam footages of police murdering Black citizens, it is recommended that these clips not be shown. If, in order to frame the issue, you choose to show a documentary on, for example lynching or police brutality, the quality of the documentary should be thoroughly vetted, the students should be amply prepared for the material, and alternatives should be offered to any student who does not consent to view the material.
Thoughtful framing, options for consent in the classroom, group collaboration on discussion guidelines, and alternative assignments are all options for trauma-informed pedagogical practices for each faculty member.
DISCUSSIONS ARE SCHEDULED FOR 1 HOUR AND 15 MINUTES.
DISCUSSION LEADER GUIDELINES:
OPENING (10-15 MINUTES).
1. Warmly welcome all participants. Greet each participant as they enter the Zoom room. Ask each member to drop a quick response to the prompt in the chat (NEA guidelines 1 and 7).
2. CHAT. "Name?" and "Where are you from?" (NEA guidelines 7 and 8)
3. Introduce yourself to the group by name, role, and offer a few reasons for why you wanted to facilitate a book circle (NEA guidelines 1 and 7).
4. CHAT. Why did you decide to join a book circle discussion? (NEA guideline 4).
5. Acknowledge the potentially sensitive nature of the topics and themes covered in His Name Is George Floyd and establish the goals, scope, and limits of this discussion (Illinois guideline "Safety" (appropriate boundaries).
6. Identify the resources available should the discussion raise feelings or a need to process or a need for additional emotional support by reviewing the services offered through EAP (faculty and staff) and the counseling center (students) (Illinois guideline "Support,").
7. Ask the group to determine the three principles they agree are essential to a positive, productive (even if difficult) discussion. Ask them to identify the three to four guidelines they believe are essential to maintaining a group's sense of safety. (Guidelines might include: avoiding blanket statements, stereotypes, or generalizations about entire groups of people; not engaging in personal attacks; limiting graphic descriptions, etc.). (Illinois guideline, "Safety," and "Collaboration" and "Cultural Humility").
8. Identify a time-keeper and agree on the limit for each speaker (each speaker may speak more than once on a question, but each share should stay within the confines of the time limit) to allow each member an opportunity to speak.
MAIN DISCUSSION (40 MINUTES)
9. CHAT. What moment in the book most stood out to to you, or impacted you most emotionally? (Illinois "Collaboration" and "Empowerment").
10. Maintain the focus and pace of the book discussion circle by ensuring that the group moves through quite a few (but certainly not all) of the questions. While the discussion leader should not cut off discussion too early, they should also encourage to move on to a new question.
CLOSING (10-15 MINUTES)
11. CHAT. Allow the last 10 minutes for reflection and for the group members to identify a key take away from the group's discussion. How was their understanding of the book deepened as a result of the discussion? (Illinois "Collaboration" and "Empowerment").
12. Thank everyone for coming to the group. Encourage them to come to the convocation on Thursday, September 26 from 12:30-1:45 in the ICC auditorium. Remind everyone of the available resources should they need additional support post this book circle.
The role of discussion participants is to be well-prepared for the discussion both by reading the book in advance of the book circle (either the specific sections assigned by the discussion leader or the book as a whole) and reviewing the discussion questions.
All participants should offer positive, constructive, text-specific examples to support their answers.
All participants should be sensitive to the diversity within the group and that one or all of the members may have experienced trauma personally. Comments of a graphic nature should not be included in the discussion. It is important to remember to avoid generalizations or blanket statements about any group of people.