Instructor resources - They Said This Would Be Fun

• Build trust and community in the class through activities that allow people to get to know one another (e.g., icebreaker activities, playing music or sharing photos before class, introductions at the start of a small group activity)
• Develop or propose a set of community agreements for the class, to promote a safe, brave, or accountable space. Guidelines typically address things such as how individuals will interact with each other, what behaviours are encouraged, and what behaviours are discouraged. To increase peer-to-peer accountability, take the time to engage students in co-creating these agreements with you.
• Model respect, sensitivity, and care for students, along with accountability and responsibility when you make a mistake.
• As you are able, be open as an instructor about your positionality and level of expertise with the topics discussed in the book, perhaps modeling a ‘learning alongside’ approach to demonstrate intellectual humility.
• Share on-campus and off-campus supports regularly and often (see Supports for students, staff, and faculty, below).
• Consider making small student groups of 3-5 students for regular discussions in the course, so that students build comfort and rapport with a small group in addition to the whole class.

• Consider using discussion formats that are less confrontational or debate-oriented, and more about consensus or taking on new perspectives.
• Consider how the physical or virtual space impacts the discussion: sitting in a circle vs. students facing an instructor, having options for written discussion (e.g. chat, discussion boards), having many small-group discussions simultaneously vs. a single whole-class discussion.
• Encourage students to focus on critical engagement with their own opinions. Use a variety of question types and encourage a curious attitude towards new information as a tool for informing and reflecting on held opinions.
• Remind students that the book covers topics based on the experiences of people whose stories are usually ignored.
• If students reject ideas because of strong opinions or incorrect facts, gently remind them of the importance in academia of engaging with theories and ideas from diverse perspectives as a means to move beyond anecdotal evidence. You may also find it helpful to remind students of any relevant community agreements.
• Pay attention to body language, vocal tone, and other non-verbal cues during the discussion to help determine if a discussion is getting tense.
• Plan ahead for some possible reactive strategies should conflict arise or if a discussion begins to escalate quickly (e.g., pausing the discussion, seeking outside support, campus resources).
• Hold space and time to follow up with students as needed, either privately, in small groups, over email, or at a later class.

• Alert students in advance about the difficult content in the book, without suggesting that students simply not engage, and while recognizing that everyone finds different things difficult. Consider drawing ideas from the statement below, shared by colleagues in the Office of Human Rights and Conflict Management:

The purpose of this discussion is to _________________________.

I acknowledge that each of you come to this discussion with your unique life experiences. In exploring They Said This Would Be Fun, we will cover a variety of topics, including, but not limited to depictions or references to examples of structural, cultural, and direct violence related trauma connected to racism, sexual violence (including gender violence), and classism, some of which you may find triggering,  uncomfortable, or upsetting. Please note that the experiences of being triggered is different than being intellectually challenged. The main difference is that an individual must have experienced trauma to experience being triggered, whereas an intellectual challenge has nothing to do with trauma. If you are a trauma survivor or you “walk with”/experience everyday trauma, I encourage you to please take the necessary steps to take care of yourself (if needed please refer to the resources provided).  While all faculty, staff and students are encouraged to have on-going challenging conversations on these topics to promote intellectual and personal development, please know that engaging in this discussion is voluntary and you can choose whether or how much to engage with the material, and how much of your own experience you wish to share.

• Share coping strategies to use if students feel triggered while reading the book (see Supports for student, staff, and faculty below).
• Explain what students should do if they feel triggered during a class discussion (e.g., “You are welcome to leave the room if you need to, but please give me a signal such as a thumbs-up/thumbs down to let me know if you need me to come check on you”; “Please use this poll to share with me a code word you will use in class discussions to communicate that you are triggered or need a break.”)

• Explain and follow the principle of attending to impacts or harms first, rather than focusing on intentions. Harm happens even with the best of intentions, and apologizing for and learning from unintentional harms caused is part of growth in anti-oppressive practices. Often an effective way of explaining this principle is to refer to physical accidents: stepping on someone’s toe or spilling a hot beverage on someone may be unintentional, but the person may still be harmed.
• Racial slurs and other offensive and derogatory language should not be used, even if quoting from a text that uses them. Be ready to intervene if others use them.
• Be alert for microaggressions and address them in a supportive manner. A kindly-stated question “What did you mean by that?” can often go a long way to disrupting harm and gently educating about alternative perspectives. However, it can be helpful to have a plan if you need to shut down a line of discussion should these gentler interventions be insufficient and the impacts on students are outweighing the benefit of education for the person(s) who made the comment.
• Remind students and yourself that everyone is speaking from their own unique experiences, not representing the perspectives of an identity or cultural group they happen to belong to. Don’t ask students to speak for a group they belong to or single them out to share their experiences.

• Be clear with learners about places they can go for additional support if reading and/or discussing the book raises difficult emotions or concerns (see the list below for ideas).
• Encourage students to use self-care strategies as they engage in these conversations (e.g., being mindful of their own emotional responses, taking breaks as needed, scheduling lighter activities after class or study periods, spending time engaging in activities that bring joy or peace, setting up communities of support, etc.).
• Use your own self-care strategies as you engage in these conversations. Recognize and honour how your identities and lived experiences may impact your ability to teach effectively.
• As an instructor, be clear on your responsibility to respond to disclosures of sexual violence, racism, and other forms of oppression from students and establish your own self-care strategies as well as seeking support as needed.

Sexual Violence Resource Centre – provides support, resources, information and referral services for any student, faculty or staff member who has been affected by sexual violence.

Human Rights and Conflict Management – help with understanding options for making a complaint as well as help mediating conflict and responding to disclosures.

Student Counselling Centre – offers a range of counselling supports.

Academic advisors – Student academic advisors can help and refer students to appropriate services and support.

Student Advocacy –a safe place for students to get help navigating university processes and advocate for your rights as a student.

Indigenous Student Centre – student advisors and Elders are available to provide safe and culturally relevant support for First Nation, Inuit and Metis students.

International Student Centre – student advisors are available to provide support to international students.

On campus safety – information from Security Services about on-campus security concerns.

Sexual Violence Resource Centre – provides support, resources, information and referral services for any student, faculty or staff member who has been affected by sexual violence.

Human Rights and Conflict Management – help with understanding options for making a complaint as well as help mediating conflict and responding to disclosures.

On campus safety – information from Security Services about on-campus security concerns

Employee and Family Assistance Program (EFAP) - immediate, confidential help and counselling for any concern. Employees have free access to mental health professionals, wellness counselling and legal advice 24/7, 365 days a year.

Manitoba Suicide Prevention & Support Line (24/7): 1-877-435-7170,

Klinic Crisis Line (24/7): (204) 786-8686 or 1-888-322-3019

Klinic Sexual Assault Crisis Line (24/7): (204) 786-8631 or 1-888-292-7565

Klinic Trafficking Hotline (24/7) “Call the Line”:  1-844-333-2211

Manitoba Farm, Rural & Northern Support Services (24/7): 1-866-367-3276