COMMUNITY

DIALOGUE

GUIDE

Conducting a Discussion on Race 

(Revised September 2003) 

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The Community Relations Service 

The Community Relations Service (CRS) is a U.S. Department of Justice component created by the Civil Rights Act 

of 1964 to help resolve community racial conflict through non-coercive, third party intervention. CRS is called 

upon to assist communities to resolve disputes arising from biases of race, color, and national origin. As a result, 

agency conciliators have developed extensive experience in issues associated with racial and ethnic conflict. 

CRS provides a wide range of informal assistance that attempts to keep communications open among affected 

parties and to facilitate a mutually acceptable resolution of community racial conflict. Facilitating Community 

Dialogues on Race is one of the creative ways in which CRS opens lines of communication and helps the 

community resolve its own racial problems. In addition, CRS conducts formal mediated negotiations to help resolve 

differences. CRS offers its services either upon request or on its own initiative, when there is a threat of disruption 

to peaceful community relations. 

The Community Relations Service is headquartered in Washington, D.C., and has Regional Offices in Atlanta, 

Boston, Chicago, Dallas, Denver, Kansas City, Los Angeles, New York, Philadelphia, and Seattle. Assistance may 

be requested directly from any of these offices. 

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Contents 

1. Characteristics of Community Dialogues on Race 

2. Getting Started-Steps in Organizing a Dialogue 

3. Conducting an Effective Community Dialogue on Race

4. The Role of the Dialogue Leader 

Appendices

A. Additional Resources

1. A Sample Small Group Dialogue 

2. The Difference Between Debate and Dialogue 

3. Examples of Racial Reconciliation from Across the Nation

4. Quotes on Race Relations 

B. Additional Questions for the Four Phases of Dialogue 

C. Directory of Resource Organizations

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1. Characteristics of Community Dialogues on Race 

What do we mean by dialogue? 

A dialogue is a forum that draws participants from as many parts of the community as possible to exchange information 

face-to-face, share personal stories and experiences, honestly express perspectives, clarify viewpoints, and develop 

solutions to community concerns. 

Unlike debate, dialogue emphasizes listening to deepen understanding (see Appendix A, "The Difference Between 

Debate and and Dialogue"). Dialogue invites discovery. It develops common values and allows participants to express 

their own interests. it expects that participants will grow in understanding and may decide to act together with common 

goals. In dialogue, participants can question and reevaluate their assumptions. Through this process, people are learning 

to work together to improve race relations. 

What makes for successful interracial dialogue? 

The nature of the dialogue process can motivate people to work towards change (see Appendix A, "Examples of Race 

Reconciliation from Across the Nation"). Effective dialogues do the following: 

! Move towards solutions rather than continue to express or analyze the problem. An emphasis on personal 

responsibilitymovesthe discussion away fromfinger-pointing or naming enemies and towards constructive 

common action. 

! Reach beyond the usual boundaries. When fully developed, dialogues can involve the entire community, 

offering opportunities for new, unexpected partnerships. New partnerships can develop when participants 

listen carefully and respectfully to each other. A search for solutions focuses on the common good as 

participants are encouraged to broaden their horizons and build relationships outside their comfort zones. 

! Unite divided communities through a respectful, informed sharing of local racial history and its 

consequences for different people in today's society. The experience of "walking through history" together 

can lead to healing. 

! Aim for a change of heart, not just a change of mind. Dialogues go beyond sharing and understanding to 

transforming participants. While the process begins with the individual, it eventually involves groups and 

institutions. Ultimately, dialogues can affect how policies are made. 

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FOR THE ORGANIZER ... 

2. Getting Started-Steps in Organizing a Dialogue 

Below are some basic questions and possible answers to help you think about organizing a dialogue on race. They are 

meant to be a starting place. Answering these questions will help you better understand the purpose and potential of your 

effort. You may wish to use the worksheet following these lists to sketch a profile of your own community. More 

detailed steps follow these "brainstorming" questions. 

Think about your community. 

What's going on in our community that a dialogue on race could address? 

Some possibilities-

! There are people of different racial groups in my neighborhood that I would like to know better.

! There is a race-related issue in my community that people need to talk about.

! People of different races live and work on opposite sides of town.

! There are young people from diverse racial and ethnic groups who could benefit from sharing their experiences.

! I would like to get the community to come together to tackle a common problem.

! The time is ripe for change-people are ready to do something positive.

! The "face" of the community is changing, and people need to acknowledge and understand the changes in a more

constructive light. 

Think about your goals. 

If there were a dialogue on race here, what would be its goals? 

Some possibilities-

! To improve our neighborhood by building bridges across racial lines.

! To build new relationships.

! To bring people together who do not typically talk to one another.

! To bring our kids together to reduce the chance of violence.

! To influence attitudes of local law enforcement.

! To better understand other cultures.

! To open up new economic possibilities.

! To create bonds between organizations that do not usually work together.

! To work on a community project together, such as building a playground.

! To build partnerships across jurisdictional lines.

Think about who should be included. 

Who should be in the dialogue? 

Some possibilities-

! My neighbors.

! Members of my and other religious communities.

! The school community-parents, teachers, administrators, and students.

! Police and community members.

! Business owners.

! Elected officials and community leaders.

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Think about what format to use. 

What type of discussion should we have? 

Some possibilities-

! A few small groups meeting once or twice.

! A large public meeting with panelists and questions from the audience.

! A series of small groups from across the community meeting for six weeks or more, concluding with a large

meeting. 

! A year-long commitment among a group of key community leaders to study, reflect on, and discuss race 

relations. 

! School projects aimed at understanding cultural differences, concluding with a multicultural potluck dinner. 

! Study groups meeting from racially diverse congregations, concluding with a joint worship service. 

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Worksheet to Create Your Own 

Community Profile 

1. What's going on in our community that a dialogue on race would address? 

______________________________________________________________ 

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2. If there were a dialogue on race here, what would be its goals? 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

3. Who should be in the dialogue? 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

4. What format should we use? 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

______________________________________________________________ 

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Now make some choices. 

You don't have to be an expert to have an honest conversation about race. But as someone who is considering organizing 

a dialogue, you do have several choices ranging from the very simple to the somewhat complex. At the simple end, you 

can gather together a small group of friends, neighbors, or schoolmates to talk informally about race. This approach can 

be a constructive beginning, but will likely not produce much long-term community or institutional change. Another 

option is to pair existing community groups for a dialogue on race. This approach can have a larger effect on the 

community, depending on the groups involved. You could also create new groups from your community and bring them 

together for conversations on race aimed at community change. Whatever your approach, for a lasting impact on the 

larger community, it is a good idea to think about how you will sustain the project before you begin. 

Dialogue may start at many levels and in many ways. While the guidance provided below can be adapted for the small 

"ad-hoc" gathering, it is generally intended for a larger effort (see figure below). The resource directory in Appendix 

C is a good place to locate help in organizing a dialogue on race. You should now be ready to tackle the following 

questions. 

1. Who should be involved? 

Form a planning group. If you are organizing an informal dialogue with friends, neighbors, or co-workers, for example, 

then the planning group may consist of just you and one or two others. However, if you are planning a more ambitious 

effort, then you will want to have a planning group of six or eight people who represent different backgrounds, 

professions, and viewpoints. Once you've assembled the group together, discuss your approach. You will need to spend 

enough time together to build a level of trust. This group will be the nucleus that drives the process and should "model" 

the kind of relationships and openness that you hope to see in the overall effort. Meeting in each other's homes can be 

a great way to get to know one another. 

Look for other groups with which to partner. Having good partners is important for long-term success. Look for 

people who are already working to improve race relations and who have experiences to share. Good partners may be 

able to provide useful information and organizational resources. You will greatly increase your outreach to the 

community as well. Groups from different racial, ethnic, or religious communities can make good partners and offer 

networking possibilities. Such groups may include religious leaders, law enforcement, small business owners, elected 

officials, and various nonprofit organizations. 

2. What's Happening in My Community? 

Think about the needs of your community. Take an inventory. What problems do you see in the community that are 

related to race and ethnicity? What are the critical issues? If things are really going to change, who needs to be part of 

the dialogue? Who are the individuals or groups not talking to each other? What role do language barriers play in groups 

not talking to each other? Are there people who should be allies, who may be doing similar work, but who are competing 

rather than working together? What are some of the consequences of racial divisions? 

3. What do you want to accomplish? 

Develop a vision for your community. What is special about your community? What do the different neighborhoods 

or groups offer that is unique? Are there particular issues that need to be heard? Remember, difficulties faced honestly 

can become assets. And the most unlikely people may hold the key to farreaching success. 

Establish short-, medium-, and long-term goals. Racial reconciliation may not happen overnight, but it is important 

to set some attainable goals that the group can work towards together. Look for "hinge issues" around which coalitions 

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may form-education, housing, public transportation, and safety, for example. Where possible, create task forcesto study 

specific needs and to work on concrete action plans. This approach will keep key business and civic leaders at the table. 

4. How many dialogues should take place and for how long? 

Again, the answer to this question depends on what you want to accomplish. Dialogues can go from one session of two 

hours to a series of sessions lasting indefinitely. For example, if your goal is simply to get people you know to come 

together and have a conversation about race, you may only want to do one session, perhaps in your home following a 

social event or community function. At the other end of the spectrum, if your goal is to create institutional change in 

your community, youmaywant to launch a series of dialoguesinvolving broad community representation. Such an effort 

will require partnering with other groups in the community and seeking out support services. 

5. What additional planning issues might you consider? 

Recruit participants. To ensure the right balance for your group(s), you may need to consider the following: First, 

"Which voices need to be included?" Answering that question will ensure the racial, ethnic, and religious diversity 

necessary for successful dialogues. Then, "Who is missing?" That answer will steer you towards others who need to be 

involved. Other people to contact are those in uninvolved or unaffiliated groups who, while a visible part of the 

community, may be harder to reach through traditional means. Generate interest by doing the following: 

! ask civic leaders and other influential members of the community to help rally the public;

! identify the appropriate media for the audience you are trying to reach-consider placing an announcement

in a small local weekly or monthly newspaper, on a community bulletin board, or even on an electronic 

community bulletin board; 

! use bilingual communications; 

! post an announcement in grocery stores in the community; 

! invite yourself to various group meetings in the community to get the word out; and 

! approach local chapters of national organizations. 

Consider logistics issues. These may include: 

! where to have the dialogue;

! whether any funds need to be raised; and 

! mailing lists-often obtainable from other groups.

6. How do I/we conduct the dialogue? 

The critical componentsincludewelcoming participants and having themintroduce themselves; setting out the dialogue's 

purpose; establishing ground rules; promoting discussion through thoughtful questions, visualmedia, or othermaterials; 

and periodically summarizing and evaluating the dialogue (see Section 3, "Conducting an Effective Community Dialogue 

on Race"). 

7. How well did we do? 

Document and evaluate the project. Keep a record of the individuals and groups who take part in the dialogues and 

of how well the discussions go. Include such things as number of participants, group composition (multiracial, youth, 

church, community, etc.), main topics discussed, how productive the discussions were, how they might have been 

improved, and other thoughts. This will allow you to see how attitudes and perceptions have changed and whether 

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changes need to be made in the dialogue format. Emphasize that what participants share during the dialogue will not 

be attributed to them in any official record or document. 

Have participants evaluate the dialogue. Depending on their goals, each group will evaluate the dialogue, whether 

a single session or a series, after it is over. Evaluations can be written and/or expressed verbally. You may wish to 

distribute a short evaluation form to elicit participant feedback and to measure the impact of the dialogue. Such a form 

might include questions such as the following: 

! Why did you join the group? 

! What were your expectations? 

! Were you comfortable participating in the discussion? 

! Did the dialogue give you new insights about how to improve race relations? 

! Was the dialogue climate positive and respectful? 

! Did you find the dialogue to be a valuable experience overall? 

! How might it have been improved?

! Would you like to participate in a future session?

! Did the experience motivate you to act differently?

! What additional comments do you have?

8. What's the next step? 

Hold an annual public event to celebrate achievements, evaluate effectiveness, and invite new participants. 

Expand the team. As the dialogues develop, include representatives of all major areas (politics, different faiths, 

education, business, media, etc.). With them, you may want to create a statement about your community, its history, the 

challenges it faces today, and your collective vision for the future. 

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FOR THE ORGANIZER AND THE DIALOGUE LEADER ... 

3. Conducting an Effective Community Dialogue on Race 

The racial dialogue has four phases. 

The dialogue design presented here containsfour phasesthat have proven useful inmoving participantsthrough a natural 

process from sharing individual experiences to gaining a deeper understanding of those experiences to committing to 

collective action. Whether meeting for one dialogue session or a series of sessions, participants move through all four 

phases, exploring and building on shared experiences. The first phase sets the tone and explores the question Who Are 

We? through the sharing of personal stories. The second phase helps participants understand Where Are We? through 

a deeper exploration of personal and shared racial history in the community. During the third phase, participants develop 

a vision for the community, in response to the question Where Do We Want To Be? In the fourth phase, participants 

answer the question, What Will We Do As Individuals and With Others To Make A Difference? Often, they discover 

shared interests and start working together on specific projects. 

Note: Throughout this section, a sample script for the dialogue leader is noted in italics. A onepage overview of a sample small group dialogue is 

offered in Appendix A. Many dialogue leaders will want to read through the suggested questions in this section, then develop questions tailored 

to the needs of their particular groups. If your group is composed of people who are experienced discussing complex racial issues with each other, 

the quotes in Appendix A may be useful to quickly articulate a range of perspectives about race and to stimulate discussion. A set of additional 

questions for each of the four dialogue phases can be found in Appendix B. 

You are ready to begin the dialogue. 

Phase I: Who Are We? 

This phase sets the tone and context for the dialogue, which begins with the sharing of personal stories and experiences. 

In addition to serving an ice-breaking function, this kind of personal sharing helps to level the playing field among 

participants and improve their understanding by hearing each others' experiences. 

Welcome, Introduction and Overview 

(Suggested time 15 minutes) 

It's not always easy to talk about race relations. A commitment to the dialogue process-open, thoughtful, focused-will 

help us make progress. Your presence here shows you want to help improve race relations in this community, and just 

being here is an important step. 

! Explain the purpose of the dialogue and the several phases involved.

! Discuss, clarify, and set ground rules (see page 15).

! Ask people to briefly introduce themselves.

! Give an overview of the session.

! Describe your role as dialogue leader (see page 15).

Starting the Dialogue 

Often the most difficult part of talking about race is getting started. People may feel uncomfortable at first and hesitant 

about expressing their personal beliefs. To get people talking, it may help to relate personal stories or anecdotes, or to 

bring up a race-related incident that has occurred within the community. 

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Note to dialogue leader: For groups of 15

people or fewer, keep everyone together. Groups

of more than 15 people should be separated into

smaller groups (3 to 5 people) for a few minutes,

then brought back together.

Let's begin by looking at the first question: Who Are We? By listening to one another's personal stories, we can gain

insights into our own beliefs and those of others, and come to new understandings of the issues we face. By sharing our

personal experiences, we can learn more about each other as individuals and about how we have been influenced by

our racial and/or ethnic origins. We can also shed light on our different perceptions and understandings of race

relations.

i Begin with questions that allow people to talk about their own lives and what is important to them. Don't

focus on race at first. Give people a chance just to get to know each other as individuals and to find out

what they have in common. Examples of questions to use include

! How long have you lived in this community?

! Where did you live before moving here?

! What are some of your personal interests?

! What things in life are most important to you?

i Explore how race affects us on a day-to-day basis. Examples of questions to use include

! What is your racial, ethnic and/or cultural background?

! Did you grow up mostly around people similar to you?

! What are some of your earliest memories of coming in contact with people different from you?

i Summarize the session at meeting's end.

i Evaluate the meeting. Ask such questions as-

! How did you feel about this meeting?

! Is there anything you would like to change?

i Bring the meeting to an end and defuse any tensions. You might say, Thank you for coming. Any final

thoughts? Next week, we will...
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Transition to Phase II: In preparation for

the next meeting, think about the following

question: When it comes to race, what

problems are we facing? What are the most

serious challenges facing our community,

and what are the community's greatest

strengths for dealing with those challenges?

Note to dialogue leader: Be prepared for the level

of the conversation to intensity during this phase.

Remember to reassure participants that it is okay to

feel agitated or unconfortable, reminding them of the

ground rules when neccessary (see Section 4, "The

Role of the Dialogue Leader," for more tips).

Phase II: Where Are We?

This phase explores questions that highlight our different

experiences and different perceptions about the kinds of problems

our society is facing with regard to race. This phase is about

people expressing their different understandings about race, then exploring the underlying conditions producing them.

It centers on the idea that it makes sense to talk about what we are facing before we talk about solutions. By the end of

this phase, participants should have identified the themes, issues, and problems in their community.

Let's turn now to our second question: Where Are We? The purpose of thissection isto look at our current experiences

of race and ethnicity and to discuss the state of race relations in our community. Since this is the part where we really

get down to business as far as identifying the underlying causes of any racial issues in our community, the discussion

may get a little heated at times. It is okay to feel uncomfortable, as that is part of the difficult process of making change.

i Begin with questions that get people to talk about their current experiences with race relations. Examples

include-

! How much and what type of contact do you have with people of other races or groups?

! Is it easier or harder than it was a few years ago to make friends of other races? Why is that so?

i Focus the dialogue on the state of race relations in the community. Questions to help get started include-

! How would you describe the overall state of race relations in our community?

! What are some of the underlying conditions affecting race relations in our community?

! In what ways do we agree and/or disagree about the nature of our racial problems, what caused them,

and how serious they are?

i Summarize the session, evaluate it, and bring the meeting to an end.
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Transition to Phase III: In preparation for the next

session, think about the following questions: What

can we do to make progress in our community?

When it comes to strategies to improve race relations

and to eliminate racism, what sorts of proposal do

you know about? Try to identify a broad range of

possiblilities. What are the pros and cons of the

various approaches? When it comes to race, what

direction should our public policies take? What goals

and values should shape our policies?

Note to dialogue leader: The Heart of the session is

generating a range of viewpoints on how our society and

community might address and make progress on race

relations. As you shift through the views, remember to give

a fair hearing to the ideas that come up.

Phase III: Where Do We Want To

Go?

The goal of this phase is to move away from the "me" and get people to think and talk about possible directions for

change. In this segment, participants begin to build their collective vision. They first identify what would be a part of

that vision and then "brainstorm" about how they could all help to build it (suggest "we" statements be used). By the

end of this session, participants should have identified accomplishments, barriers to overcome, and opportunities for

further action.

Let's turn our attention to the question, Where Do We Want To Go? We share a common desire to improve race relations so let's

talk about what we mean by that and explore specific things we might do to achieve that goal.

i Have participants talk about their vision of what they would like to see in the community. You could ask

questions such as-

! How would you answer the question of where we want to go in race relations?

! If we had excellent race relations, what kinds of things would we see in the community? Hear in the

community? Feel?

i Help participants to build their future vision. Ask questions like-

! What are the main changesthat need to happen to increase understanding and cooperative action across

racial lines?

! What are some of the helping/hindering forces in our community?
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Transition to Phase IV: I hope that you all have begun

to have a vision of what this community could look like

if the positive changes we've discussed were to actually

take place. When we come back together next session,

we will be talking about what we can do as individuals

and with others to really make a difference. For the next

session, think about these questions: What kinds of

concrete steps can you take in your everyday life-by

yourself and with others to improve race relations in the

community? What do you think is most needed in this

community? 

i Turn the dialogue to the question of what individuals can do towards improving race relations. Ask

questions like-

! What things have you seen that give you hope for improved race relations? 

! What are some steps we could take to improve race relations in our neighborhood? In our workplace?

In our organizations? In our schools? In our community?

i Explore the roles that the community's institutions and government play in helping race relations. How

could they do a better job?

i Summarize the session, evaluate it, and bring the meeting to an end.

Phase IV. What Will We Do, As Individuals and With Others, To Make a Difference?

The purpose of this session is to begin a productive conversation on specific actions that individuals will take, by

themselves or with others, to make a difference in their communities. This session presents a range of concrete actions

for change.

While the racial issues we are facing in our communities sometimes seem overwhelming, it is possible to make a

difference.By participating in this dialogue, you have already crossed the racial divide looking for better understanding

and strategiesthat work. The purpose of thissession isto draw out ideasforsteps we can take-asindividuals, in groups,

and as a whole community-to face the challenge of race-related issues.

i Try to get participants to move from words to actions. Ask questions like-

! What is each of us personally willing to do to make a difference?

! How can you connect with others who share your concerns?

! Should we continue and expand this dialogue, get more people involved? How could we do that?

! Are there other issues and concerns that we should address using dialogues?

! What will we do to ensure follow-up?

i Brainstorm action ideas with participants, recording their responses on a flip chart. Share any follow-up

plans.

i Summarize the session, evaluate it, and bring the meeting to an end.
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i Pass out an evaluation form (see Section 2, page 9, for possible questions). 
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Suggested Basic Ground Rules for Dialogues

Some basic ground rules for dialogues might include the

following: 

! We will respect confidentiality. 

! We will share time equitably to ensure the

participation of all. 

! We will listen carefully and not interrupt. 

! We will keep an open mind and be open to learning. 

! We will not be disrespectful of the speaker even when

we do not respect the views. 

FOR THE DIALOGUE LEADER...

4. The Role of the Dialogue Leader

The dialogue leader's role is an important one that requires especially good listening skills and knowledge of when not

to talk. The dialogue leader must also help set and follow ground rules for participation in the dialogue. Establishing

rules helps to create a safe environment for openness and sharing. The dialogue leader's basic responsibility is to the

group as a whole, while also considering each person's individuality and level of comfort.

Leading a dialogue is an intensive activity requiring a high level of alertness and awareness. That is why dialogues are

often conducted by two or more leaders. It may be particularly valuable to have co-leaders who are of a different race

or ethnic background and gender. Co-leadership can help to balance the dialogue and "model" the type of collaboration

you hope to encourage.

Discussion leaders are critical to making the dialogue work.

While the leader of a dialogue does not need to be an "expert" or even the most knowledgeable person in the group on

the topic being discussed, he or she should be the best prepared for the discussion. It is up to the dialogue leader to keep

the group moving forward, using phrases that enhance conversations and encourage discussion. This means

understanding the goals of the dialogue, thinking ahead of time about the directions in which the discussion might go,

and preparing questions to help the group tackle their subject. The dialogue leader guides the process to ensure that it

stays on track and avoids obstaclesthat could derail it. While the discussion leader guides the dialogue, he or she is also

impartial in it, that is, not favoring one

person or point of view and not adding personal opinion. The dialogue leader lets the participants dictate the flow of

the discussion. Solid preparation will enable you to give your full attention to how the participants are relating to each

other and to what they are saying.

The dialogue leader plays several roles.

At the start of the session, remind everyone that the purpose is to have an open, honest, and cooperative dialogue, and

that your role as leader is to remain neutral, keep the discussion focused, and follow the ground rules. Before the

discussion begins, help the participants establish ground rules and ensure that all participants are willing to follow them.

Ground rules must emphasize respect, listening, honesty and the importance of sharing time equitably. Stress the

importance of respecting different opinions and perspectives. You might post the following sample ground rules on a

flip chart, or give one sample ground rule and ask the group to come up
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with more. You could then ask, "Are there any questions about these ground rules? Can we all agree to them before

we continue?

The following tips describe what a good dialogue leader should strive to do:

i Set a relaxed and open tone. Welcome everyone and create a friendly and relaxed atmosphere. Well-placed

humor is usually appreciated.

i Stay neutral. This may be the most important point to remember as the leader of a dialogue. You should not

share your personal views or try to advance your agenda on the issue. You are there to serve the discussion,

not to join it.

i Stress the importance of confidentiality. Make sure participants understand that what they say during the

dialogue session is to be kept completely confidential. Define for them what confidential means. For

instance, it is not all right to speak outside of the dialogue about whatsomeone else said or did. It is all right

to share one's own personal insights about the issue of race and racism as a result of the process.

i Encourage openness about language. Dialogue leaders should encourage participants to offer preferred

terms if a biased or offensive word or phrase should come up during the dialogue.

i Provide bilingual translation, if necessary. Also, ensure that provided material is translated into the

participant's first language, or recruit bilingual discussion leaders.

i Keep track of who is contributing and who is not. Always use your "third eye." You are not only helping

to keep the group focused on the content of the discussion, but you are monitoring how well the participants

are communicating with each other-who has spoken, who has not, and whose points have not yet received

a fair hearing. A dialogue leader must constantly weigh group needs against the requirements of individual

members.

i Follow and focus the conversation flow. A dialogue leader who listens carefully will select topics raised

in the initial sharing. To help keep the group on the topic, it is helpful to occasionally restate the key

question or insight under discussion. It is important to guide gently, yet persistently. You might ask, "How

does your point relate to the topic?" or state, "That's an interesting point, but let's return to the central

issue." Keep careful track of time.

i Do not fear silence. It is all right if people are quiet for a while. When deciding whether to intervene, err

on the side of nonintervention. The group will work its way out of a difficult situation. Sometimes group

members only need more time to think through alternatives or to consider what has just been said.

i Accept and summarize expressed opinions. "Accepting" shows respect for each participant in the group. It

is important for the dialogue leader to make it clear that dialogue discussions involve no right or wrong

responses. One way to show acceptance and respect is to briefly summarize what is heard and to convey

the feeling with which it was shared. Reflecting both the content and the feeling lets the person know that

she or he has been heard. For example, you might say: "It sounds like you felt hurt when you were slighted

by someone of a different race." Once in a while, ask participants to sum up the most important points that

have come out in the discussion. This gives the group a sense of accomplishment and a point of reference

for more sharing.

i Anticipate conflict and tend to the ground rules. When conflict arises, explain that disagreement over ideas

is to be expected. Remind participants that conflict must stay on the issue. Do not allow it to become
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personal. Appeal to the group to help resolve the conflict and abide by the ground rules. You may have to

stop and reference the ground rules several times throughout the discussion.

i Close the dialogue. Give participants a chance to talk about the most important thing they gained from the

discussion. You may ask them to share any new ideas or thoughts they've had as a result of the discussion.

Ask them to think about what worked and what didn't. You may want to encourage the group to design a

closing activity for use at each session. Provide some time for the group to evaluate the process in writing.

A brief evaluation allows participants the chance to comment on the process and to give feedback to the

dialogue leader. Remember to thank everyone for their participation.

Here's how to handle some challenging situations.

The best method for handling challenging situations is to anticipate them and be prepared. Each interracial dialogue is

a unique experience, providing new opportunities for the discussion leader. Even those who have been facilitators for

many years are often faced with new problems requiring on-the-spot creative action. There are no certain answers;

sometimes groups just do not go well, and other times all participants seem engaged and satisfied. The following

scenarios present some possible challenges to the dialogue leader and offer some guidelines for handling them.

THE CHALLENGE

The group is slow to respond to the process.

How to Handle It: Check to determine whether your directions have been understood. You may need to restate the

purpose of the process and how it should be carried out. You may also have people who resist participating because of

"power" issues in the group. If so, invite them to participate to the degree they feel comfortable. Assure them that the

purpose of the process is to share different insights, experiences, and personal reflections on the topic. However the

members choose to participate is valuable. It is also important to make sure members are physically comfortable.

THE CHALLENGE

One or a few members dominate the dialogue.

How to Handle It: The instructions you give to participants about respecting time limits are helpful. Invite participants

to be conscious of each person having time to share his or her reflections, ideas, and insights. It may be helpful to invoke

the ground rule "It is important to share time equitably" when a few individuals dominate the discussion. Another

solution isto tell the group you want to hear from those who have notsaid much. Participants will look to you to restrain

domineering members. Sometimes, this situation happens when those dominating the dialogue feel they have not been

heard. Restating the essence of what they've expressed can show that you have understood their point of view.

THE CHALLENGE

The dialogue leader feels strongly about an issue and has trouble staying unbiased.

How to Handle It: The dialogue leader needs to remain on task, which is to guide the process and to elicit and respect

all members' thoughts. If leadersreally respect the views of others,show interest and curiosity for other experiences and

viewpoints, it will not be difficult to keep personal ideas from over-influencing the dialogue. This is not to say that the

dialogue leader never shares with the members in the process. However, you must guard against moving from a

discussion leader into a "teacher/ lecturer" mode.

THE CHALLENGE
-20-

A participant walks out of a group following a heated conflict.

How to Handle It: Sometimes the conversation may become heated. Other times, people may seem to be on the verge

of fighting; and sometimesthey may even walk out. The best way to deal with conflict is to confront it directly. Remind

participants that they were told initially to expect conflict but that they agreed to respond to differences respectfully.

The dialogue leader should always stop name-calling, personal attacks, and threats. This is one situation where you

should readily appeal to the group for support. If they accepted the ground rules, they will support you.
-21-

————————————————————————————————————–

Acknowledgments

————————————————————————————————–

The CommunityRelations Service (CRS) isindebted to six organizations which has shared their expertise and

experience in the development of this guide. We asked them to join us in a collaborative process to develop

a practical “starter” guide for communities interested in race dialogues. By so willingly sharing their best

thinking and practice about dialogues on race, they have helped create a document which will be useful to local

communities and organizations across the nation.

These organizations and their representatives are:

Hope in the Cities: Robert L. Corcoran, National Director and Reverend Paige L. Charigois

National Conference for Community and Justice: Wayne Winborne, Director of Program and Policy

Research

National Days of Dialogue: Theo Brown, National Coordinator

National MulitCultural Institute: Zachary Green, Senior Associate and Manny Brandt, Lead Trainer

Study Circles Resource Center: Sarah L. Campbell, Deputy Director

YWCA of the USA: Carmen Rivera, Training Director

Representatives of the Community Relations Service designed, staffed, and facilitated the collaborative

process resulting in this dialogue guide. To the following, we appreciate their special leadership and

guidance:

Jonathan Chace, Associate Director

Patricia Glenn, Regional Director

Silke Hansen, Acting Regional Director

Stephen Thom, Senior Conciliation Specialist

Martin Walsh, Regional Director

Ron Wong, Special Assistant to the Director

Gale Farquhar, Policy Analyst
-22-

Appendices

Appendices

A. Additional Resources

1. A Sample Small Group Dialogue

2. The Difference Between Debate and Dialogue

3. Examples of Racial Reconciliation from Across the Nation

4. Quotes on Race Relations

B. Additional Questions for the Four Phases of Dialogue

C. Directory of Resource Organizations
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Appendix A1.

A Sample Small Group Dialogue

The following is an overview of a generic small group dialogue. This format is based on a group of 8 to 15 participants,

guided by an impartial leader using discussion materials or questions. As a rule, adults meet for two hours at a time;

young people for an hour to an hour and a half.

1. Introductions, roles, and intentions of the dialogue. The session begins with group members briefly introducing

themselves after the dialogue leader has welcomed everyone. The dialogue leader explains his or her role as "neutral,"

one of guiding the discussion without adding personal opinions. It is important to include an overview of the dialogue

effort, the number of meetings planned, the organizers, the goals of the program, and any other relevant information.

2. Ground rules. Central to the opening dialogue is establishing ground rules for the group's behavior and discussion.

Start with a basic list and add any othersthe group wantsto include. Post the ground rules where everyone can see them,

and remember that you can add more to the list as needed. The group should be sure to discuss how to handle conflict

and disagreement, as well as the need for confidentiality.

3. Discussion. Begin by asking participants what attracted them to this dialogue, perhaps asking, "Why are you

concerned about issues of race?" or "How have your experiences or concernsinfluenced your opinions aboutrace?" The

heart of the discussion follows. Members can answer a series of questions, use prepared discussion materials with

various viewpoints, read newspaper articles or editorials, look at television clips, or review information on the state of

race relations in their community. Whatever method is selected, it isimportant to structure the discussion so that it goes

somewhere, is grounded in concrete examples, and offers participants a chance to take action on the issues. Dialogue

participants may get frustrated if they feel the conversation is too abstract, too vague, or "going around in circles."

The dialogue leader will keep track of how the discussion is going. Is it time for a clarifying question or a summary of

key points? Are all membersfully engaged, or are some people dominating? Isthe discussion wandering and calling for

a change in direction? The participants can summarize the most important results of their discussion and consider what

action they might take individually or together.

4. Evaluation and conclusion. In the final minutes, participants can offer their thoughts on the experience. If meeting

again, this is the time to look ahead to the next meeting. If this is the last dialogue, thank the participants and ask for any

final thoughtsforstaying involved in the effort. Participant evaluations of the dialogue can be expressed verbally and/or

in writing. It may also be helpful for dialogues to be loosely recorded, if possible. Such documentation could help to

measure the success of the dialogue and identify any needed improvements.
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Appendix A2.

The Difference Between Debate and Dialogue

Debate ............................. Dialogue

is oppositional: two sides oppose each other is collaborative: two or more sides work toand attempt to prove each other wrong. gether towards common understanding.

has winning as the goal. has finding common ground as the goal.

lets one side listen to the other side in order lets one side listen to the other side to

to find flaws and to counter its arguments. understand.

defends assumptions as the truth reveals assumptions for reevaluation.

causes critique of the other position. causes introspection of one’s own position.

defends one's own positions as the best so- opens the possibility of reaching a better solu

lution and excludes other solutions. tion than any of the original solutions.

Creates a closed-minded attitude, a determi- creates an open-minded attitude, an openness

nation to be right. to being wrong and an openness to change.

prompts a search for glaring differences. prompts a search for basic agreements.

involves a countering of other position involves a real concern for the other person

without focusing on feelings or relationship and does not seek to alienate or offend.

and often belittles or deprecates the other

person.
-25-

Appendix A3.

Examples of Racial Reconciliation From Across the Nation

Many positive efforts are taking place around our country to promote good race relations. Dialogue is one powerful tool

to this end. Below are several examples of positive results achieved through dialogue and other efforts.

InLima, Ohio... a mayor concerned about racial tensionsin his community brought together area ministersto talk about

organizing a dialogue. Two churches agreed to start a unifying process by holding a study circle, with help fromthe local

college in training discussion leaders. Four years later, more than 100 organizations, including 62 religious congregations

and over 3,000 people, are involved. Results range from volunteer efforts, like a multiracial unity choir, to communitywide collaborations on violence prevention and a city-wide plan for hiring people of color.

InBuffalo, New York... a series of highly publicized dialoguestook place with students and educatorsfroma wide band

of cultural, racial, and ethnic communities. The dialogues involved students from six city schools and six suburban

schools. Over the course of a school year, representatives from each of the 12 schools came together to discuss issues

related to race, ethnicity, faith, and culture. Students now function as peer trainers, taking the lessons learned to their

respective peers and recruiting the next round of participants. The dialogue and action plan focus on understanding and

valuing differences within schools, and on identifying and teaching strategies for understanding and valuing diversity

across school and community boundaries.

In Richmond, Virginia ... a citizens group inspired its political and business leaders to host "an honest conversation

on race, reconciliation and responsibility." At this event, residents came together to "walk through" their different racial

histories.... High school teachers and counselors responded to their students' request for dialogue and offered their

support as discussion leaders. Students from public and private schools, the inner city, and affluent suburbs signed up.

These young people-normally separated by race, income, and geography-would meet once a week for six weeks at

different locationsin and around the city... A couple invited a diverse group of friends to a pot-luck dinner at their home

to talk about racial healing. More than 40 people showed up. It was so successful that the group decided to meet

monthly, each time in a different home. They invited the police chief, a county supervisor, a newspaper editor, and other

local leaders to take part as informal guest speakers.

In Orlando, Florida ... a town meeting, telecast live by a PBS affiliate, focused on questions of immigration and

community-a volatile issue causing deep divisions among people there. It was attended by business leaders and average

citizens of all ethnic, gender, age,religious, cultural, and political groupsinCentral Florida. Themeeting promptedmore

than 200 Central Floridians to participate in concurrent "home dialogues," where groups of 5-10 individuals meet

face-to-face on the same day to discussthe challenges of race, culture, and ethnicity in their lives. The number of people

wishing to participate in home dialogues increased to more than 300.

In Des Moines, Iowa ... leaders from various communities and faiths gathered for serious discussion and debate on

issues of concern to residents. Subsequent conversations explored these and other issues,such asthe effect of corporate

downsizing on race relations in Des Moines. Each of the conversations involved community residents, students, and

other civic leaders. The dialogues prompted specific actions-participants are exploring potential projects on which a

coalition ofindividuals and organizations could work. Building on the interest and excitement generated by the dialogue

series, ongoing, more clearly focused dialogues identified common ground, common concerns, common values, and

resulted in a redefinition of community.
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Appendix A4.

Quotes on Race Relations

The questionsfor each of the four phasesin the text and Appendix B have been designed to provide guidance for groups

of people who do not know each other well and who do not necessarily have a great deal of experience talking about

racial issues. However, if your group is composed of people who are experienced in discussing complex racial issues

with each other, the following quotes (taken from actual race dialogues) may be useful to quickly articulate a range of

perspectives about race and to stimulate discussion.

"I'm for equality, but people have to take responsibility for their own lives.

You can't blame everything on racism."

"It's not racism at all. It's just fear of crime. I think people are afraid.

I know I am. Does that make me a racist?"

"Native people are an afterthought in the dialogue on race in this country.

It's as if everybody has decided we just don't matter. Well, we do matter."

"I don't see color, I just see the person."

"Colorblindness is not the answer, it just means you can't deal with my race

so you want to blot it out and say I am exactly like you."

"When people look at me, they assume I don't speak English,

but my family has lived in Texas for five generations. In fact, I don't speak Spanish."

"I'm not entirely comfortable about being here,

but if I'm not willing to be here nothing is going to change."

"We need to realize that people within each race are individuals

who don't necessarily share the same views or interests."
-27-

Appendix B.

Additional Questions for the Four Dialogue Phases

The following questions may be used to guide participants through each phase of a dialogue. Whether meeting for one

session or a series ofsessions, participantsshould progressthrough allfour dialogue phases. The questions are organized

under each phase according to how many sessions are planned. For each dialogue phase, select the question set(s) to fit

your format.

Phase I-Who Are We?

For 1 Session:

! What are your first memories of learning that there was something called race?

! Have you ever felt different because of your race. If so, what was your first experience of feeling different?

! How much contact do you have now with people from other races? What type of contact is that?

For 2-3 Sessions (consider these):

! What was your first exposure to messages that concern racial stereotypes? Who told you about them?

! When did you first discover that some people thought about race very differently than you?

! What experiences have shaped your feelings and attitudes about race and ethnicity?

For 4 or More Sessions (consider these):

! What did you believe about race relations in your community growing up? 

! What is your family history concerning race? Did racial issues affect your parents and grandparents? 

! What early experiences have shaped your feelings and attitudes about race?

Phase II-Where Are We?

For 1 Session:

! What experience have you had in the past year that made you feel differently about race relations?

! If you had such an experience, what are the conditions that made that experience possible? If you did not

have an experience, what makes such experiences rare? What do we make of our answers?

! Is race something you think about daily? 
-28-

! How much contact do you have now with people from other races? What type of contact is that?

! What are the underlying conditions that influence the quality and quantity of our contact with people from

other races?

For 2-3 Sessions (consider these):

! Can you think of a recent experience when you benefited orsuffered from people having a stereotype about

you?

! What are the underlying conditions that create the various ways we answer that question?

! Can you think of a recent time when someone's understanding of race made your action or statement have

a different impact than you intended?

! Can you think of a time when you wondered whether your behavior towards others was affected by a racial

stereotype, or by other racial issues?

For 4 or More Sessions (consider these):

! How would you describe the overall state of race relations in our community?

! What do you tell young people about the racial situation in our community?

! Is it important to share our perspective, or let them find out for themselves?

! What are the underlying conditions or barriers that hinder better race relations? 

! In what ways do we agree or disagree about the nature of racial problems, what caused them, and how

serious they are?

! What are the underlying conditions that might make us have different approaches to talking to youth about

race?

! Which is the bigger problem in people understanding today's community challenges: people

overemphasizing race or under-emphasizing race?

! Is it a little easier to relate to people from your same race than to relate to people from other races? Why?

! What are the barriers (in you, others, or in society) that sometimes make it difficult to relate to people

of other races and cultures?

Phase III-Where Do We Want To Go?

For 1 Session:

! What needs to happen for people to have more positive experiences with race relations?
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! What would have to happen so that people were not made to feel different because of race?

! What would have to happen for people to have more frequent and more meaningful contact with people

from other races?

For 2-3 Sessions (consider these):

! What would have to happen for our society to have fewer racial stereotypes?

! What would have to happen so that people fromdifferent backgrounds could more easily work through their

understandings of how race affects day-to-day situations?

! What are we, either independently or with others, willing to do so that we have more interactions that

contribute to better race relations?

For 4 or More Sessions (consider these):

! In what specific ways do you wish race relations were different in our community? What would have to

happen so that race relations would improve?

! What would have to happen so that youth people have an informed and optimistic understanding of race

relations?

! What can we agree needs to happen to improve race relations, even if we have different ways of

understanding history?

Phase IV-What Will We Do, As Individuals and With Others, To Make A Difference?

For 1 Session:

! What are we, either independently or with others, willing to do so that we have more interactions that

contribute to better race relations?

! What are we, either independently or with others, willing to do so that people have more frequent and

meaningful contact with people from other races?

! What are some actions we might encourage community, business, or government organizations to take?

For 2-3 Sessions (consider these):

! What are we, either independently or with others, willing to do to reduce the affect of racial stereotypes

in our lives and community?

! What are we, either independently or with others, willing to do to lessen misunderstandings about race?
-30-

For 4 or More Sessions (consider these):

! What are we, either individually or in groups, willing to do to improve race relations?

! What are we going to do, either independently or with others, to make it easier for people to relate to those

in other groups?
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———————————————————————————————

Appendix C.

Directory of Resource Organizations

————————————————————————————————–

The descriptions below were written by the

respective organizations, which are grouped as

either “Partnering Organizations” those with

whom one might put on a dialogue or

“Educational Resource Organizations” those

offering additional information that may be

helpful to organizing and conducting an

effective dialogue. The Directory is not

intended to capture every organization engaged

in this typed of work, but to serve as a starting

point for those seeking dialogue and related

resources.

——————————————

Partnering Organizations

––––––––––––––––––––––––––––

Anti-Defamation League

823 United Nations Plaza

New York, NY 10017

Tel: 212/490-2525. Fax: 212/867-0779.

Webpage: www.adl.org

The Anti-Defamation League (ADL), founded

in 1913, is the world’s leading organization

fighting anti-Semitism through programs and

services that counteract prejudice, bigotry, and

all forms of bias-motivated hatred. The ADL

Materials Resource Center offers extensive

materials on prejudice, discrimination, ethnicity,

stereotyping, and scapegoating. It also offers

other tools designed to help schools and

communities teach and learn about diversity and

enhance understanding of different groups. The

ADL Education Division and it’s a World of

Difference Institute offer prejudice-reduction

training for schools, colleges and universities,

the workplace, and the community.

Hope in the Cities

1103 Sunset Avenue

Richmond, VA 23221

Tel: 804/358-1764. Fax: 804/358-1769.

Email: Hopecities@aol.com

Hope in the Cities is an interracial, multifaith

national network which seeks to encourage a

process of healing through honest conversations on

race, reconciliation, and responsibility. It focuses

specifically on the acknowledgment and healing of

racial history, the sustaining of dialogues involving

people of all races and viewpoints, and the

acceptance of personal responsibility for the process

of change. Hope in the Cities assists communities in

building diverse coalitions with people in business,

government, media, education, and religious and

community organizations. Resources include a

video, Healing the Heart of America, and a dialogue

series bases on A Call to Community, which has

been endorsed by more than 100 national and local

leaders as a basis for conversation. A recently

produced Community Resource Manual documents

process steps and case studies.

National MultiCultural Institute

3000 Connecticut Avenue, NW

Suite 438

Washington, DC 20007

Tel: 202/483-0700. Fax: 202/483-5233.

E-mail: nmci@nmci.org

Webpage: www.nmci.org

The National MultiCultural Institute (NMCI) is a

private, non-profit organization founded in 1983 to

promote understanding and respect among people of

different racial, ethnic, and cultural backgrounds. 

NMCI provides a forum for discussing the critical

issues of multiculturalism through biannual

conferences, diversity training and consulting,

special projects, resource materials, and a

multilingual mental health referral network. NMCI

provides training and technical assistance on all

aspects of organizing and facilitating dialogue

groups.
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Study Circles Resource Center

697 A Pomfret Street 

P.O. Box 203 

Pomfret, CT 06258

Tel: 860/928-2616. Fax: 860/928-3713.

Webpage: www.studycircles.org

The goal of the Study Circles Resource Center

(SCRC) is to advance deliberative democracy

and improve the quality of public life in the

United States. SCRC helps communities use

study circles–small, democratic, highly

particpatory discussions–to involve large

numbers of citizens in public dialogue and

problem solving on critical issues such as race,

crime, education, youth issues, and American

diversity. Through dialogue on matters of

public concern, citizens gain ownership of

issues and see themselves as people who can

effect change at the local level. In the area of

race relations, SCRC works with community

leaders at every stage of creating community

wide study circle programs-helping organizers

network between communities, working to

develop strong coalitions withing communities,

and providing free discussion materials and

comprehensive technical assistance at no cost. 

More than 50 communities across the nation are

currently involved in planning and

implementing study circle programs on race

relations. SCRC is a project of Topsfield

Foundation. 

Project Victory

1322 18th Street, NW #26

Washington, DC 20036

Tel: 202/822-8700.

Project Victory is an educational organization

that provides training on dialogue and conflict

resolution for a wide variety of groups. Project

Victory has also helped to organize dialogues on

race relations in many locations around the

country and was one of the main organizations

that helped to create National Days of Dialogue

on Race Relations, which took place in January

1998.

National Conference for Community and

Justice

70 West 36 St, Suite 1004

New York, NY 10018

Tel: 212/967-3111. Fax: 212/967-9112.

Email: mcoffey@nccj.org

Webpage: www.nccjgnyr.org

The National Conference for Community and

Justice (NCCJ) founded as The National Conference

of Christians and Jews in 1927, is a human relations

organization dedicated to fighting bias, bigotry, and

racism in America NCCJ promotes understanding

and respect among all races, religions, and cultures

through advocacy, conflict resolution, and

education. NCCJ has 65 regional offices in 35

states and the District of Columbia. NCCJ works to

accomplish its mission through four program areas:

Community, Workplace, Youth and Emerging

Leadership and Interfaith. Sample NCCJ programs

include Community Dialogues-forums taking place

at the local and regional level that create a space for

honest and open exchange of ideas on critical issues

related to race and ethnicity. These are targeted at a

cross section of leadership and grassroots

community members. Youth residential programs

provide a set of experiential activities for high

school age youth aimed at reducing prejudice and

developing leadership skills.

——————————————

Educational Resource Organizations

––––––––––––––––––––––––––––

U.S. Department of Justice

Community Relations Service

600 E. Street, NW

Suite 6000

Washington, DC 20530

Tel: 202/305-2935. Fax: 202/305-3009.

Webpage: www.usdoj.gov/crs

The Community Relations Service (CRS), a

componet of the U. S. Department of Justice, is a

specialized federal conciliation service available to

state and local officials to help resolve and prevent

racial and ethnic conflict, violence, and civil

disorder. When governors, mayors, police chiefs,
-33-

and school superintendents need help to defuse

racial or ethnic crises, they turn to CRS. For

more than 30 years, CRS has been asked to

provide its experience mediators to help local

communities settle destructive conflicts and

disturbances relating to race, color, or national

origin. CRS relies solely on impartial mediation

practices and established conflict resolution

procedures to help local leaders resolve

problems and restore community stability. It

has no law enforcement authority and does not

impose solutions, investigate or prosecute cases,

or assign blame or fault. CRS mediators are

required by law to conduct their activities in

confidence, without publicity, and are

prohibited from disclosing confidential

information.

Educators for Social Responsibility

23 Garden Street

Cambridge, MA 02138

Tel: 1800/370-2515. Fax: 617/864-5164.

Email: 

Webpage: www.esrnational.org

Educators for Social Responsibility’s (ESR)

primary mission is to help young people develop

the convictions and skills to shape a safe,

sustainable, and just world. ESR is a leading

national center for staff development, school

improvement, curricular resources, and support

for schools, families, and children. ESR works

with adults to advance teaching social

responsibility as a core practice in the schooling

ad upbringing of children. ESR is recognized

nationally for its leadership in conflict

resolution, violence prevention, intergroup

relations, and character education. The

Resolving Conflict Creatively Program, an

initiative of ESR, is one of the largest and

longest running programs in conflict resolution

and intergroup relations in the country.

Project Change

Tides Center

P.O. Box 29907

San Francisco, CA 94129

Tel: 415/561-6400.

Project Change is a funding initiative aimed at

helping communities reduce racial prejudice and

improve race relations. Working closely with

community-based coalitions in selected

communities, Project Change seeks to develop

locally driven strategies to reduce the incidence of

racism as well as to dismantle the institutional

structures that sustain its effects. In each

community, the project begins with a planning stage,

bringing together a task force composed of local

citizens from the public, private, and nonprofit

sectors, reflective of the demographics of the

community. Then the project moves into a threeyear active phase, followed by a two-year transition

phase, if warranted.

National Coalition Building Institute

1835 K Street, NW Suite 201

Washington, DC 20006

Tel: 202/296-3610.

Email: ncbidc@aol.com

This organization engages mostly in doing

workshops on prejudice reduction and training in

conflict resolution. It has expanded its repertoire by

using a system called controversial issue process to

help reduce differences by helping combatants

“reframe the issue in a way that builds bridges.”

Teaching Tolerance

400 Washington Ave.

Montgomery, AL 36104

Tel: 334/264-0286. Fax: 334/264-3121.

Website: www.splcenter.org

 www.tolerance.org

Teaching Tolerance, a project of the Southern

Poverty law Center, produces a semi-annual

magazine (free to teachers) and multimedia resource

materials (free to schools) to help educators address

racial narrow-mindedness. Recent titles include

Starting Small: Teaching Tolerance in Preschool

and the Early Grades and The Shadow of Hate: A

History of Intolerance in America.

Public Dialogue Consortium

504 Luna Blvd. NW

Albuquerque, NM 87102-1930

Tel: 505/246-9890.
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Email: stephen@publicdialogue.org

Webpage: www.publicdialogue.org

The Public Dialogue Consortium (PDC) is a

nonprofit organization whose purpose is to help

individuals and groups find new and better ways

of communicating in a complex, dynamic, and

diverse society. PDC’s special interest in

developing better ways for the public to be

involved in dialogue with each other and with

government officials about public issues. For

more than two years, PDC has led a public

dialogue process about “cultural richness” and

“community safety” in Cupertino, California. In

addition, PDC members have facilitated and

taught facilitation skills for public dialogue

throughout the United States and in other

countries.
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CRS OFFICES

CRS National Office

Community Relations Service

600 E Street, NW, Suite 6000

Washington, D.C. 20530

202/305-2935

202/305-3009 (FAX)

Regional Offices

New England Regional Office

(Region I)

(ME, VT, NH, MA, CT, RI)

Community Relations Service 

408 Atlantic Avenue, Suite 222

Boston, MA 02110

617/424-5715

617/424-5727 (FAX)

Northeast Regional Office

(Region II)

(NY, NJ, VI, PR)

Community Relations Service

26 Federal Plaza, Suite 36-118

New York, NY 10278

212/264-0700

212/264-2143 (FAX)

Mid-Atlantic Regional Office

(Region III)

( DC, DE, MD, PA, VA, WV)

Community Relations Service

2nd and Chestnut Streets, Suite 208

Philadelphia, PA 19106

215/597-2344

215/597-9148 (FAX)

Southeast Regional Office

(Region IV)

(AL, FL, GA, KY, MS, NC, SC, TN)

Community Relations Service

75 Piedmont Ave, NE, Suite 900

Atlanta, GA 30303

404/331-6883

404/331-4471 (FAX)

Midwest Regional Office

(Region V)

(IL, IN, MI, MN, OH, WI)

Community Relations Service

55 W. Monroe Street, Suite 420

Chicago. IL 60603

312/353-4391

312/353-4390 (FAX)

Southwest Regional Office

(Region VI)

(AR, LA, NM, OK, TX)

Community Relations Service

1420 W. Mockingbird Lane, Suite 250

Dallas, TX 75247

214/655-8175

214/655-8184 (FAX)

Central Regional Office

(Region VII)

(IA, KS, MO, NE)

Community Relations Service

1100 Main Street, Suite 320

Kansas City, MO 64105-2112

816/426-7434

816/426-7441 (FAX)

Rocky Mountain Regional Office

(Region VIII)

(CO, MT, ND, SD, UT, WY)

Community Relations Service

1244 Speer Blvd., Suite 650

Denver, CO 80204-3584

303/844-2973

303/844-2907 (FAX)

Western Regional Office

(Region IX)

(AZ, CA, GU, HI, NV)

Community Relations Service

888 S. Figueroa Street, Suite 1880

Los Angeles, CA 90017

213/894-2941

213/894-2880 (FAX)

Northwest Regional Office

(Region X)

(AK, ID, OR, WA)

Community Relations Service

915 Second Avenue, Suite 1808

Seattle, WA 98174

206/220-6700

206/220-6706 (FAX)

Field Offices

Community Relations Service

51 SW First Ave, Suite 624

Miami, FL 33130

305/536-5206

305/536-6778 (FAX)

Community Relations Service

211 W. Fort Street, Suite 1404

Detroit, MI 48226

313/226-4010

313/226-2568 (FAX)

Community Relations Service

515 Rusk Avenue, Suite 12605

Houston, TX 77002

713/718-4861

713/718-4862 (FAX)

Community Relations Service

120 Howard Street, Suite 790

San Francisco, CA 94105

415/744-6565

415/744-6590 (FAX)
-36-

CRS Customer Service Standards

Our goal is to provide sensitive and effective conflict prevention and resolution services. 

CRS will meet the following standards:

• We will clearly explain the process that CRS uses to address racial and ethnic conflicts

and our role in that process.

• We will provide opportunities for all parties involved to contribute to and work toward

a solution to the racial or ethnic conflict.

• If you are a participant in a CRS training session or conference, you will receive timely

and useful information and materials that will assist you in preventing or minimizing

racial and ethnic tensions.

• We will be prepared to respond to major racial or ethnic crisis situations within 24

hours from the time when your community notifies CRS or CRS becomes aware of the

crisis.

• In non-crisis situations, we will contact you within three days of when your

community notifies CRS or when CRS becomes aware of the situation to discuss your

request for CRS services.

(August 2001)