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Assignment # 2 Individual Midterm Paper: Assessment of a Difficult/Courageous Dialog (40%): Due October 3rd Midnight.

In week 1 students were asked to form a group of 4-5 students and together each group was to choose a group, community, and population which experiences injustice in Canada. Use this group, community or population for this individual assignment.

This assignment provides an opportunity for the student to demonstrate what was learned and how it might apply to their professional and personal relationships with others who hold different social identities than themselves. You are to assess a theoretical difficult or courageous conversation you would have with someone who is a member of your chosen group, community or population were the experiences of injustices are an influential part of the discussion or interaction (use course content, ppt, text, readings). In doing so, you are to include the following:

1. Identify the social identity(ies) of yourself and the other person and describe the key points of the interaction and dialog with the other person.

1. Discuss the other person’s possible experiences with personal, cultural, and social oppression (citations required). This may also include experiences of privilege.

1. Critically examine and discuss how these social identities and experiences of oppression/privilege informed or influenced your interactions. For example: What triggers did you and the other person experience and why? What past messages/teachings or preconceptions were each of you struggling with? Where did these come from? Did this interaction with the other person confirm or disconfirm your understanding of, and connection with, the other person? Did it change your view of social justice?

1. Think about the dialogue skills we have learned and practiced in this course. What things would you say or do that you think would work well and how do you know what would have a positive impact? What might you do differently in the future and why?

The paper must adhere to APA format and be written in a manuscript format. Page length should be between 7-8 pages, not including the cover and reference pages.

Grading: The grade for this assignment will be based upon the quality of your ability to reflect on the application of course teaching as well as overall organization of the manuscript. A grading rubric will be provided.

Broad Guidelines for Evaluation

The following broad guidelines about grades are used to evaluate your performance:

90% – 100% All parts of the assignment are exceptional and extraordinary in substance and

quality and therefore the product well exceed expectations.

80% – 89.9%: All or most aspects of the work are excellent with regard to normal

expectations of students. This may mean that you have not only responded fully

to all parts of the assignment, but you have gone beyond the required work in

quality or some substantial or creative manner.

70% – 79.9%: All content and requirements are met, and the overall quality is good or very good.

60% – 69.9%: Most (or even all) content and requirements are met but some are not adequately developed.

50%-59.9%: Major areas of the assignment or requirements are not addressed or are not adequately developed.

0%- 49.9% Major and minor areas of the assignment or requirements are not addressed.

A more specific grading rubric is available in Blackboard.

Grading Outline

Midterm Individual Paper

Assessment of Difficult/Courageous Conversation

Demonstrates application of class knowledge (theories/assumptions; nature, dynamics and responses to the creation of oppression and privilege) through assessment of personal or professional conversation of someone who holds different social identity.

1 2 3 4 5 6 7 8 9 10


Demonstrates critical self-analysis based on thoughtful reflection that is to turn “the eye inward” and conduct an honest self-assessment about one’s own reaction (feelings, body sensations, triggers, etc…), understanding and participation in oppression and privilege.

1 2 3 4 5 6 7 8 9 10


Demonstrate awareness and possible areas of growth and new skills in relation to positions of privilege and oppression in interactions of others.

1 2 3 4 5 6 7 8 9 10


Demonstrates ability to implement effective dialogue skills.

1 2 3 4 5


Clarity of writing and organization (e.g., grammar, syntax); Met requirements of the

assignment (e.g., length, content; appropriate use of references; properly cited)

1 2 3 4 5


*Important to note that students’ papers will be kept confidential and will not be graded on the content but rather on students’ ability to thoughtfully reflect about their reactions/responses and walk themselves through the assignment.

Total for this assignment: /40%