THE DEFINITION DANCE – Anti-Racism/Social Justice Assignment
Assignment Overview:
Even the most common terms related to race spark confusion, and controversy, and can even provoke hostility. Shared understanding is essential to communication, yet language and definitions are abstract, ambiguous, and evolving. Coming to shared understandings of core ideas are essential to constructive dialog about race. We generally operate as if our personal interpretations of keywords are correct and are the same as those around us. This is known as the Egocentric Bias or False Consensus effect. This assignment is intended to illustrate that meaning must be negotiated, not automatically inferred, and that our biases and egocentric assumptions often get in the way of productive argumentation. Furthermore, this assignment highlights an appreciation for empathy and the need for diverse and credible evidence to support key definitions, which are essential to developing compelling arguments.
Student Learning Outcomes:
Identify and address the ways racism and anti-Blackness are perpetuated through everyday communicative actions and institutionalized practices.
Effectively listen to prepared and spontaneous discourse by using active listening skills
Carefully assess claims, supporting materials, and arguments
Demonstrate skills for working collaboratively, including articulating a perspective, rationale, and exchange of ideas in forming a group goal;
Demonstrate perspective-taking skills, both as a speaker and listener
Learn to host dynamic discussions
Specific Requirements:
Pick (or be assigned) a partner.
Choose (or be assigned) ONE of the following term(s):f. Prejudice 3. REFLECT. Write down your personal definition of the term(s) you’ve been assigned, prior to discussion with your partner and prior to doing any research. (3-5 mins) 4. DISCUSS your initial definitions with your parter. Listen actively. Compare and contrast what each of you wrote. Discuss what informed your definition, especially any EVIDENCE you are drawing upon and any PERSONAL experiences/biases/prejudgements that informed your initial understanding of the term (s). Strive to be forthcoming, vulnerable, and respectful. 5. RESEARCH. Find credible research related to the term(s) with your partner. 6. PRESENT/DISCUSS. Come up with a robust shared definition to present to the class. As part of your definition, include EACH of the following types of evidence to support your definition: facts, statistics, examples, testimony, and narrative. With your partner, present your definition (and the evidence that supports it) to the class. Be sure to include a discussion of how your initial biases and assumptions influenced your definition and how your understanding of the terms changed as you attempted to reach a mutual understanding. Be prepared to floor questions and discuss your conclusions (approximately 10 mins). The discussion should be roughly 1/2 of your presentation time. 7. POST your example (1-2 slides). Abbreviate content via bullets. Evaluation Criteria:
Clarity of definition.
Supporting evidence to help illustrate your definition.
Presentation/discussion.
EXAMPLE – Black Lives MatterDefinition: A socio-political movement focused on addressing systematic institutionalized racism and violence directed at African Americans. Facts: Organized in 2013 as a response to the acquittal of Trayvon Martin’s murderer, George Zimmerman.Statistic: There are now over 40 member led chapters of BLM as of 2020. Testimony: On the 2020 protests; “It is very moving, very moving, very impressive. I think what the people in DC and around the nation are sending a mighty, powerful and strong message to the world that WE WILL GET THERE.” – Congressman John Lewis. Example: BLM founders Alicia Garza, Patrisse Cullors, and Opal Tometi call for an end to the war on black people, reparations, divestment in racist institutions, economic justice, community control, and independent black political power.Narrative: Vice-President Mike Pence said that he believes that all lives matter. I had a discussion with my family about why this statement is problematic and hurtful. I argued that it takes away from the focus of what has been going on towards the African American community and mischaracterizes BLM as suggesting Black lives matter more than other races, which was never the intention. Its like if you said you were diagnosed with cancer and then someone responded, all illnesses are horrible, and shifted the conversation away from your crisis. After a long discussion, we came to the agreement that BLM means that all lives can only matter when Black lives are treated with equality and justice. Definition Dance Evaluation RubricSpeaker’s Names: Speaker’s Topic:Supporting Material (25 points possible) Points Earned_______(5 types of quality evidence, clear well thought out definition, novel and interesting info, internal cites, variety of sources, appropriate level of sophistication, balance of evidence and opinions, developed thoroughly)comments:Vocal and Physical Delivery (25 points possible) Points Earned_______(extemporaneous, direct eye contact, illustrative gestures, purposeful movement, dynamism, few verbal fillers, good volume, conversational tone, enthusiastic, articulate, clear, appropriate rate, vocally variant, effective visual)comments:Discussion (25 points possible) Points Earned_______(Set up even handed discussion, asked open questions, called on peers, moderated effectively, disallowed discussion to be dominated played devil’s advocate, 50% of presentation time allotted to discussion)comments:Overall effectiveness (25 points possible) Points Earned_______ (Sophistication, quality relative to peers, effort level, originality & pt. of view, time management, respected differing viewpoints, dynamic, breadth and depth, persuasive, provocative)comments: