Due to the objective nature of engineering, feelings are rarely discussed or acknowledged in a classroom environment. This isn\u2019t because engineering students and professors aren\u2019t capable of emotions, but because there is no need to discuss our feelings when calculating fuel rations and integrals and load-bearing capacity.\u00a0 Therefore, we don\u2019t have the practice of listening to others' feelings when it comes to classroom learning.<\/p>\r\n\r\n
When students do share, we must recognize it.<\/p>\r\n\r\n
Center for Teaching, Research & Learning (CTRL). (n.d.). Facilitating class discussions and navigating difficult conversations.\u00a0<\/span>American University.<\/em>\u00a0Retrieved from\u00a0<\/span>https:\/\/edspace.american.edu\/ctrl\/portfolio-item\/facilitating-class-discussions\/<\/a><\/p>\r\n Wing Sue, D. (2015). Facilitating difficult race discussions. Wiley. <\/em>Available at https:\/\/www.colorado.edu\/center\/teaching-learning\/sites\/default\/files\/attached-files\/facilitating_difficult_race_discussions.pdf<\/a><\/p>","rendered":" Classroom conversations surrounding First Nations<\/a> land rights, racism & classism, and marginalized groups can be tricky to navigate. There is a need to educate and listen, especially to the marginalized voices in question. There is a need to be thorough without being harsh. There is a need to hold space for individuals in the room who may have relevant lived experience (in this case, Indigenous folks) without putting them on the spot.<\/p>\n Here are some things to keep in mind as you navigate these discussions:<\/p>\n Due to the objective nature of engineering, feelings are rarely discussed or acknowledged in a classroom environment. This isn\u2019t because engineering students and professors aren\u2019t capable of emotions, but because there is no need to discuss our feelings when calculating fuel rations and integrals and load-bearing capacity.\u00a0 Therefore, we don\u2019t have the practice of listening to others’ feelings when it comes to classroom learning.<\/p>\n When students do share, we must recognize it.<\/p>\n Here are some things to avoid doing during complex discussions:<\/p>\n Center for Teaching, Research & Learning (CTRL). (n.d.). Facilitating class discussions and navigating difficult conversations.\u00a0<\/span>American University.<\/em>\u00a0Retrieved from\u00a0<\/span>https:\/\/edspace.american.edu\/ctrl\/portfolio-item\/facilitating-class-discussions\/<\/a><\/p>\n Wing Sue, D. (2015). Facilitating difficult race discussions. Wiley. <\/em>Available at https:\/\/www.colorado.edu\/center\/teaching-learning\/sites\/default\/files\/attached-files\/facilitating_difficult_race_discussions.pdf<\/a><\/p>\n First Nations is a term used to describe Indigenous peoples in Canada (sometimes referred to as Aboriginal peoples) who are not M\u00e9tis or Inuit<\/p>\n<\/div>Keep in Mind<\/h2>\n
Validate Any Discussion of Feelings<\/h3>\n
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Encourage Diverse Perspectives & Curiosity on a Topic<\/h3>\n
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Control the Discussion Process, Not Content<\/h3>\n
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Things to Avoid<\/h2>\n
Do Nothing<\/h3>\n
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Sidetrack the Conversation<\/h3>\n
Appease the Participants<\/h3>\n
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Terminate Discussion When It Gets Hard<\/h3>\n
Become Defensive<\/h3>\n
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Sources<\/h1>\n