Summary & Conclusions
Results
This project aimed to create a training module that used discomfort as a tool for hosting productive dialogue about a socially uncomfortable topic. The module used three philosophical tools; Parker Palmer’s Tragic Gap, The Yoga Sutras of Patanjali and Hermeneutics to discuss cultural appropriation in an American yoga teacher training program. I chose this topic because I am interested in finding best practices for hosting dialogues that do not rely on finding “common ground” as a barometer for success. The training was designed as a two-hour presentation with lectures, discussions and break-out groups.
The training was set to be taught over the course of two separate trainings, two months apart, with field notes and interviews being conducted after each. Both sessions were to be held in New York City, however, the COVID-19 quarantine disrupted the first test run. What was originally meant to be taught in person at the beginning of the yoga teacher training, had to be moved to an on-line platform and at the end.. The second yoga teacher training had to be moved entirely online. The presentation materials, discussions, and exercises were re-worked to reflect the new platform.
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Results from both studies indicate that the material is sound and useful. However, it is dense and cannot be embodied in one two-hour module. It should not be done at the end of a training. The first group was overly stressed and tired. They had difficulty connecting to the material. Despite these factors, they were still able to hold space for a fellow student. This student was able to share her experience being a minority in majority space as well as being an Asian American, targeted during this crisis.
The material was introduced earlier for the second training. The results were positive. Feedback indicates that they are interested in reviewing the material again and would like to continue to utilize the techniques. This second training is still in session, so I intend to continue to work with these tools in different situations over the next few weeks. I will re-asses again at the end of the training with a series of interviews.
Application of Theoretical Grounding
Modern Postural Yoga (MPY) is dominated by a majority, and minority voices are often discounted or ignored. As a student of Communications and a leader in my community, I am interested in creating tools that will shift this dynamic. The foundations of this project came from my servant leadership and mindfulness studies in the COML program as well as Deetz & Simpson’s (2004) Critical Organizational Dialogue: Open Formation and the Demand of “Otherness.” The paper studied the conflicting goods in traditional conflict resolution techniques used in large corporations. They found that aiming for “common ground” often privileges the majority, which inherently silences minority voices in an organization. Deetz & Simpson postulate that encouraging a corporate culture to embrace difference, which inherently means embracing discomfort, will create better, more balanced resolutions. Deetz & Simpson’s theory is founded on Hermeneutics. Hermeneutics postulates that true dialogue happens when two disparate voices, each with distinct bias, agree to play; i.e. engage in uncomfortable discourse. A new truth, that embodies both parties but is also distinct and different from each individual, is revealed through this dialogue.
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Mindfulness techniques are tools originating from philosophical teachings. They are practices that, when applied well, will produce a desired effect relative to the teaching they are connected to. Parker Palmer’s Tragic Gap and the practice of yoga are both practical mindfulness techniques rooted in philosophical teachings; Quakerism and Hinduism respectively. Both are designed to teach the student to transcend the mundane experience of ego self-centeredness by learning how to manage discomfort. The Tragic Gap is practiced in community, and yoga is self-motivated. Together these two techniques manage both internal and external expectations when engaging in dialogue with others.
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Combining Deetz & Simpson’s application of Hermeneutics with Parker Palmer’s Tragic Gap, and the Yoga Sutras of Patanjali, creates an actionable, practical tool, grounded in good communication theory, that can be learned. When applied well, this tool may foster productive, mutually supportive, mutually beneficial communications around socially taboo or uncomfortable topics.
Ethical Impacts and Concerns
Primary ethical concerns went into designing exercises that were useful but did not rely on stereotypes or forced intimacy. In the first draft of the presentation, one of the exercises fell into the category of stereotype. It has since been removed.
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Each group had different demographics and dynamics. As the facilitator, I had to observe and form opinions about the individual participants, the group as a whole and acknowledge my own biases. The students need to know they can trust me and that I am a an informed, supportive, impartial guide.
Maintaining an environment that supports discomfort and welcomes dialogue requires a “positivism” approach; each attendee needs to feel that their contribution is heard and valued. However, is not appropriate to validate each person’s input as equally valid. As the facilitator, it is necessary to draw boundaries, re-direct, or, at times, inform participants that they are off topic. In order to foster openness and respectful boundaries it is important to stay attentive, focused and responsive to the moods of the group. Although we are working with discomfort, it is my job to keep them as comfortable as possible so they can stay on task. If the group is tired, bored or disconnected, it is important to change tactics; offer breaks or drop something entirely.
An important component to creating inclusive space is, as the person in a position of power, to invite and respond to, feedback. I conducted the post-training interview via email. I believe this offered some level of comfort for providing feedback, however, the teacher/student dynamic may also be an inhibiter for offering frank, honest feedback.
Technical Lessons Learned
The biggest technical lesson was figuring out how to move from an in-person training to an online platform. Distance learning has been a useful and therapeutic tool during this crisis. I was surprised to discover out how tiring teaching online can be. Julia Sklar's (2020) article, Zoom Fatigue Is Taxing the Brain. Here's Why That Happens, stated, "a typical video call ... requires sustained and intense attention to words... but never fully devoting ourselves to focus on anything in particular... [this] continuous partial attention... creates a perplexing sense of being drained while having accomplished nothing." My experience teaching online echos this. In-person discussions tend to be more free-flowing and dynamic, online students cannot talk over each other or interject and there is often a lag between the question and answer. This lag tends to make conversations more stilted and constrained. Online classroom conversations are teacher driven and teacher managed. Without my constant participation and attention, they get lost, lose focus.
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Lastly, I learned how to create a presentation that is clean, dynamic and easy to follow.
Limitations
Because my demographic is small the efficacy of the tools for a broader audience cannot be assessed. Given the time frame and the disruptions to the overall trainings, I do not have as much data as I had hoped. Some of the data I have is also based on student responses during stress and trauma. Although that information is valuable, it may not be a good baseline for efficacy going forward.
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Online learning is also a limitation in assessing the training for an in-person training.
Other Key Takeaways
Learning a new skill requires practice and repetition. Introducing the concepts is a first step in creating productive dialogues. When done well, it creates interest and excitement in the students. To maintain that enthusiasm, and to ensure the tools are properly embodied, they need to be reiterated and practiced multiple times over a period of weeks or months.
Suggestions for Future Iterations
Future iterations of this training with a broader demographic would be useful in studying its efficacy. This training would be well suited for organizations with a diverse population who are interested in creating more equity and balance, or who need better conflict resolution techniques. It would be well suited for leadership trainings and could be adapted for both large corporations and small businesses.