Hosting dialogues on campus

Our resource centres the voices of Magen Inon and Hamze Awawde – peacebuilders in the campaign who have both been directly affected by the conflict in Israel and Palestine – and have come together to share their stories and share a model of how to build bridges across divides and have difficult conversations.

You may wish to adapt your session to featuring other speakers – including students or staff from your university who may have lived experience of their own. 

Objectives of the dialogue

We have developed the format of the dialogue as an opportunity for participants to hear voices from ‘the other side’, and to create an opportunity for discussion between students and/or staff with diverse perspectives. 

It may not be possible to begin the progress of discussion between different groups of students/staff, but listening to the speakers may instead provide an opportunity for quiet reflection in a room together, or even the beginnings of a discussion about the necessary safeguards and parameters for engagement on this topic in the future, without getting into a more detailed discussion straight away. 

The format of the dialogue is not intended to change minds or to get students and staff to debate or agree on what should happen to resolve the conflict. It will also not aim to become the basis for campaigns, activism, or determining any university position. 

Instead, we recommend that sessions focus on the speakers – either based on the recorded testimony in the video resource we have created, or speakers you invite to contribute. It should be grounded in respect and active listening, fostering a safe space where differences need not be left at the door.

We believe that whilst disagreement is unavoidable, and that reaching an agreement will not always be the goal, there is value in gathering together and exploring how to communicate in a way that does not create harm and further polarisation.

Attendees

We recommend keeping dialogues to a maximum number of attendees of 10-15 participants. We’ve found that these sessions are most effective with attendance by 10-15 key student leaders, including society presidents, and a maximum of 5 staff leaders with a role in shaping wider campus culture and discussions.

We also recommend asking somebody perceived as a neutral convener to facilitate the discussion. We have included guidance and prompts from an expert conflict resolution specialist in the video resources, but having somebody in the room who can facilitate discussion is important. 

Suggested ground rules

• Chatham House Rule: We will not assign the identity publicly of anything said by any individual during the dialogue

• Refrain from using social media or mobile devices throughout the dialogue

• Practise active listening, rather than only focusing on your response

• All participants are present in an individual capacity and do not represent any views other than their own

Suggested agenda

• Welcome (5 mins)

• Ground Rules and Format (5 mins)

• Facilitator to invite participants to raise anything else we want the group to be sensitive about, written down on flip chart or sticky notes to be put on wall

• Introductions (10 mins)

• Participants will pair off and report back on their neighbour’s name, their role at the uni, faith (if applicable), and why they are here (5 mins)

• In 20 seconds, feedback to group neighbour’s name, role, and why they are here (rapid fire) (5 mins)

• Hamze & Magen [Use videos as prompts] (10 mins)

• Participants sharing own stories of lived experiences (20 mins)

• Each given a few minutes to tell their own story if they would like to, e.g. how have they been affected by antisemitis, anti-Muslim hate, or by seeing the conflict play out since October 7th

• Q&A with Hamze and Magen [Use videos as prompts] or speakers (10 mins)

• What does this mean for the campus? (Facilitated) (30 mins)

• Break into smallgroups of 3-4

• Key Questions: How do Hamze and Magen’s stories resonate with you? How do we translate their stories into better campus relations here? What needs to happen for activities like this to take place - what environments are needed, who are the key players, and what can be done? How do the stories of others in the room resonate with you?

• Write down thoughts on post-it notes or flip charts

• Feedback reflections – either verbally or with a ‘gallery walk’ where participants can read flip charts or post it notes on the wall

• Close 

Planning do’s and dont’s (for organisers)

Do’s

• Ensure these key success factors are in place:

• A skilled convener with established relationships across various groups

• Widespread buy-in from different students/staff before the session (we recommend speaking to some key participants ahead of time to explain the objectives and address any concerns they may have). 

• Attendance from key groups – balance is key to ensuring these dialogues work well, so we recommend following up on invitations to ensure key groups are represented

• An optimal ratio of more students to staff

• Skilled facilitation by mediators adept at driving conversations – an external facilitator is preferable, but you may feel you can do this internally

• Maintain close communications with participants after the session

• Steer conversations towards campus-specific tensions rather than towards the conflict itself 

• Ensure compliance with campus safety and external speakers policies

Dont’s

• Do not force any groups to attend if they are not ready. These dialogues may also not be appropriate to those experience trauma related to the conflict

• Do not press ahead with the dialogues if they will create more harm to the levels of existing tension (do no harm principle)