Talking Across Difference (T.A.D.) Series | 2013-2014
Student Involvement and Leadership
Division of Student Affairs
The Talking Across Difference (T.A.D.) series is a collaborative effort to bring people together to exchange varying viewpoints -- across differences -- on timely and challenging issues. These opportunities encourage mutual respect, close and sympathetic listening, diverse perspectives, suspended judgment, and critical reflection.
The series is a collaborative effort among various units within the Department of Student Involvement and Leadership in the Division of Student Affairs.
By participating in the Talking Across Difference series, participants will be able to:
Articulate the societal significance of current social justice concerns
Understand and appreciate different viewpoints
Engage in respectful dialogue with peers in a facilitated setting
Reflect on their own perspectives in light of new information and civil dialogue
November 13: Campus Under Fire -- gun control
September 25: Immigration Debate
November 19 Follow-Up: “Who are you calling minority?”
October 23: Michael Hingson
October 26: Social Justice Symposium
November 20: Winona LaDuke
January 21: Hill Harper (MLK Day Speaker)
March 19: Jay Smooth
TBD for Spring: C.I. Raleigh, Created Equal/Why Film Festival, Tim Wise, ASB/Immersion Trips Re-Entry; Social Justice Education Seminar
The T.A.D. series will not only introduce challenging topics, but will also provide opportunities for ongoing critical reflection. Each event will include a personal reflection opportunity based on Vaccaro’s (2013) Social Justice Education framework. The SJE framework includes three core components: introducing participants to the concept of oppression, participant self-reflection, and a call to action. The first component -- introducing the concept of oppression -- will encourage participants to consider how the TAD topics shed light on forms of institutional, cultural, and individual oppression. The second component -- participant self-reflection – will focus on personal reactions to oppression; “self-reflection often leads participants to want to change their own perspectives or behaviors” (p. 34). Finally, the third component will challenge participants to make some type of action commitment. Borton’s (1970) “what, so what, now what” model will also help frame the discussions before, during, and after each event in the series.