.png)
Accountable Space
As working and learning environments become increasingly polarized, achieving constructive dialogue can feel like an impossible task. The accountability framework (inspired by Elise Ahenkorah's accountable space approach) helps to address this challenge through clear and transparent expectations and transformative practices for identifying and addressing harm.
In accountable spaces, we don't offer unfeasible guarantees of safety from discomfort or expectations of bravery that can place unfair burden on marginalized people. When we centre accountability we put the onus on all participants to be conscious of our actions, impact and responses to others.
Through this approach, we can create the necessary conditions for constructive forms of friction, learning and actionable dialogue.
Dialogic OD
Dialogic Organizational Development is an action oriented framework developed by Gervase Bush and Robert Marshak. From a dialogic (dialogue-based) approach, organizational transformation arrives from
“changing the conversations” that shape everyday thinking and behavior.
This is done by:
-
Involving more and different people in the change discussions
-
Altering how and which people engage with each other
-
Stimulating different perspectives to shape how people think about things
Intersectionality & Neurodiversity
The framework of intersectionality, developed by Kimberlé Crenshaw, offers a way to conceptualize how our experiences and identities overlap and contribute to complex interplays of privilege and discrimination.
An intersectional approach can help in understanding the interplay between identities that are often visible (ie., race, gender, physical disability) but also many that are less easily identifiable by others. Among these is neurodiversity, the wide and natural spectrum of cognitive differences in how we learn, think and communicate.
By using an intersectional lens we can better appreciate the overlapping forms of discrimination that many neuro-distinct individuals face. Understanding these systemic challenges and creating strategies to address them is key to supporting inclusive and anti-oppressive learning and working environments.
​
Cultural Humility
The term cultural humility was first coined by Melanie Tervalon and Jann Murray Garcia as an alternative to traditional frameworks built on problematic assumptions about culture, knowledge and the meaning of 'competence'.
From the cultural humility approach, cross-cultural practice is rooted in critical self-reflection, person-centered practice, collaborative learning and redressing power imbalances.
​
Learning from and within the cultural humility framework can help your learners bridge differences in effective ways, build authentic relationships and seize new learning opportunities.