If you are interested in hosting study circles for staff or students in your district, contact Dr. Beverly A. Smith for more information. Individuals involved in the process are available to visit your district and assist with the training of facilitators and structure of your study circle program.
Discussion Format
The typical session includes three parts, Questions that provoke meaningful discussions that allow participants to gain insight in theirs beliefs and those of others, Viewpoints that participants are asked to express and defend. Participants take a viewpoint that may represent a common misconception or view about an issue, Wrap-up questions allow participants to reflect on the discussion and relate the discussions to their work and school lives.
Curriculum
The study circle format included the following session topics:
Session 1:
Facing the Challenge of Racism and Race Relations Race Relations and Racism: Experiences, Perceptions and Beliefs
Session 2:
Facing the Challenge of Racism and Race Relations Dealing with Race: What is the nature of the problem?
Session 3:
Changing Faces: Changing Communities How is our community changing?
Session 4:
Education: How Can Schools and Communities Work Together to Meet the Challenge How can we meet every student's needs?
Session 5:
Special Dialogue How is the educational system affected by race?
Staff Development Structure
Every elementary teacher in the district was assigned to a study circle group of 8-10 participants. Building administrators did not participate in the study circles in their building. The 13 elementary principals participated as a group in a five-session study circle program prior to the implementation of teacher groups.
Group Facilitation
Each study circle group was facilitated by a team of two trained facilitators. The majority of the facilitators were community volunteers who had facilitated study circles sponsored by the Waterloo Human Rights Commission. Others were district employees who were trained facilitators with previous experience facilitating study circles in the community. Study circles met during the scheduled early dismissal inservice time.
The facilitators are key to the process. They must be trained in content as well as group facilitation. The facilitator plays a critical role in the group’s progress by making sure the discussion is focused and lively.
Follow-up
The last session requires participants to brainstorm ideas for addressing issues of equity in classrooms and schools.
The brainstormed list of issues was utilized as a springboard for discussion with building staff and administrators.
The study circle discussions provided insight into and context for dealing with building-specific issues of diversity.
Building administrators were expected to develop building equity goals and develop action plans to address these goals
In addition to addressing the specific plans, building principals provided on-going support of the study circle concepts through regular presentations in staff meetings, notes in the staff bulletin and building activities.
