Difficult Dialogues

e have a growing education al priority to address social and cultural diversity and various forms of oppression (e.g., racism, sexism, heterosexism, classism). Increas ingly, classes include material about a wider range of people's lives and direct discussions about the politics of differ ence and inequality. In most cases, facul ty members are intentionally trying to create a more inclusive curriculum; at other times, students are raising these issues, whether or not this was the teacher's agenda. Even though they often have good intentions and the desire to deal with mul ticultural issues in their classes, many teachers admit uncertainty about how to actually do it. There are fears and anxiety about how to approach and manage the discussion. These emotional issues may challenge deeply held beliefs and atti tudes. Although there are growing num bers of resources to address the content? activities, syllabi, books, and videos, few resources discuss the process (see Fisher