This past spring I taught a writing course focused on filmic depictions of race, which incorporated four deliberative sessions on related topics of debate. Every other week on Fridays we addressed the following issues: 1) Critical Race Theory: Should States Restrict Discussion of Race in the Classroom 2) Race and Ethnicity in Entertainment. Does the Entertainment Industry Positively and Fairly Portray Minorities? 3) Slavery Reparations: Should the Government Provide Reparations to the Descendants of Slaves?
For each one, students prepared readings representing both sides as mapped out on the “Engage with Opposing Viewpoints” website. In addition, students on each side were obliged to find additional readings to support their point of view. For the fourth deliberation, students picked the topic, which ended up being an essay on Black actors in fantasy films whose faces were far more often altered by CGI technology than white actors.
Students were divided up into two teams, and over the course of the first three deliberations, each took up one of the following roles: a 2 – 3 minute introduction of the groups’ position; engaging with one member of the other team in a back and forth that could last up to five minutes; presenting a closing statement after huddling with their team to decide which aspects of the exchanges to emphasize; and being one of three evaluators who provided feedback on the strength of each team’s arguments the overall success of the deliberation.
I purposely assigned students to a position knowing it might not necessarily align with their own because I wanted them to have a deeper knowledge of differing vantage points. In the fourth deliberation, we had a less structured discussion, which was productive and fun, but I didn’t see opposing arguments since students tended to be in sympathy with Black actors dealing with racial imbalances.
In an essay they each wrote about the whole experience, they seemed to appreciate the chance to fully research and understand a position they disagreed with. As one student put it, “Hearing a stance that I do not fully align with no longer ignites a defensive spirit within me.” She also observed: “There were times I would make a counterargument that aligned with my position that I did not agree with. Doing this taught me how to argue points convincingly on the basis of logic rather than personal bias.” Regarding the incorporation of deliberations into a class on racial issues, she concluded:
“I am incredibly grateful that deliberative discussions were included in this course because it elevated my understanding of the films we watched. For example, watching The Searchers and Black Panther provided us with examples of positive and negative representations in film. However, having a discussion about that topic emphasized the real world implications of said representation. These discussions bridge the gap between film and reality. They had a positive effect on me personally as well. Not only am I a better researcher I am also more empathetic and aware of differing opinions, skills that are necessary for my other commitments like debate, mock trial, and daily interaction.”
For me, it was this experiential component that mattered above all else. From the essays the students wrote, it sounds like they gained the skills the Deliberative Citizenship Initiative seeks to promote.
