Workshop Spotlight: Talking Across the Divide with Dr. Courtnety Wooten, March 2026 Recap
Last Wednesday, our community gathered for an intensive workshop led by Dr. Courtney Wooten, where we explored the complexities of advocacy and communication within our school systems. The session focused on a central challenge: how do we create meaningful change and “talk across the divide” when discussing sensitive, high-stakes topics?
From inclusion classrooms to financial equity at the high school level, Dr. Wooten challenged us to move beyond “one and done” conversations and toward a strategy of persistent, iterative engagement.
Understanding the “Why”: Goals for Engagement
Before diving into the how, we examined why we engage with those who hold different perspectives. Dr. Wooten categorized our motivations into four distinct pillars:
- Moral/Values-Based: Driven by a sense of “it’s not right,” aiming for deep connection and community understanding.
- Emotional/Feeling: Seeking to foster a sense of belonging and joy, even in difficult spaces.
- Practical/Logical: Focusing on alliance-building, networking, and strategizing with innovative partners to create structural shifts.
- Action-Oriented: Sharing intelligence to predict outcomes and urge immediate, tangible change.
A Note on Good Faith: The workshop candidly addressed the reality that not everyone engages in good faith. We discussed the necessity of building resilience and “healing practices” to tolerate the discomfort of working with folks who may not yet be ready to build bridges.
Navigating with the Courageous Compass
One of the most impactful segments of the workshop was the introduction of the Compass, a foundational tool from Glenn E. Singleton’s Courageous Conversations. This framework helps us identify where we (and others) are “entering” a conversation, allowing us to build narratives that resonate across different perspectives.
By understanding these four quadrants, we can better align our language with the values of our audience:
| Quadrant | Focus & Language | Example Narrative |
| Moral | Righteousness & Ethics: Driven by a gut-level sense of justice. | “It’s not fair,” or “This simply isn’t the right thing to do.” |
| Intellectual | Data & Policy: Grounded in statistics, logic, and “equitable” outcomes. | “The data shows a 15% gap in access due to this policy.” |
| Emotional | Feelings & Experience: Centered on the internal impact of a topic. | “I feel a sense of anger and exhaustion regarding this.” |
| Relational | Action & Connection: Focused on immediate harm reduction and behavior. | “What steps can we take right now to reduce harm?” |
Strategies for Making Progress
Dr. Wooten emphasized that effective advocacy—especially when navigating privilege—requires a blend of discretion and a “birds-eye” vision. To achieve our end goals, we must:
- Connect with Curiosity: Listen more than you speak. When you show genuine curiosity about others, they are more likely to reciprocate.
- Seek Common Ground: Identify the baseline values you share to build a foundation for tougher negotiations.
- Pick Meaningful Battles: Focus on one clear goal at a time rather than trying to “fix” everything at once.
- Value Progress over Perfection: Advocacy is an iteration, not a “one and done” event. Seek to move the needle forward.
By utilizing the Courageous Compass and staying grounded in our “why,” we can better navigate student and parent-centered advocacy, ensuring that even the most difficult topics lead to actionable change.
Quick Tips for Your Next Difficult Conversation
- Check Your Compass: Before speaking, ask yourself: Am I coming from my head (data), my heart (feelings), my gut (morals), or my hands (action)?
- Normalize Discomfort: Resistance is part of the process. Develop personal “healing practices” to build the resilience needed for long-term advocacy.
- Mirror the Language: If someone is using intellectual data, try to meet them with facts before pivoting to the emotional impact.
- The “Birds-Eye” Rule: When a conversation feels stuck, zoom out. Remember the long-term goal of community and belonging rather than winning a temporary argument.
Here is an example of a Four-Quadrant Narrative:
It is fundamentally not right that any child is denied full access to their community or the essential services they need to thrive. I am heartbroken knowing that so many of our students feel forced to mask their true selves at school just to survive the day, creating an emotional toll that inevitably follows them home. The data suggests we can actually optimize our resources for all students by transitioning toward a comprehensive Inclusion model; by ending the practice of segregated groupings, we create a more efficient system where a rising tide lifts all boats. To ensure immediate harm reduction, we must act now to secure these supports and guarantee that every student is safe, seen, and supported in their learning environment.
How this hits the Compass:
- Moral (The Gut): “It is fundamentally not right…” (Focuses on justice and ethics).
- Emotional (The Heart): “I am heartbroken… emotional toll…” (Focuses on the human experience and feeling).
- Intellectual (The Head): “The data suggests… optimize resources… efficient system…” (Focuses on logic, policy, and “equitable” outcomes).
- Relational/Action (The Hands): “We must act now… secure these supports…” (Focuses on immediate steps and tangible harm reduction).
Questions? Please reach out to LWPTSA Council DEIB Chair Morgan Sampson at Diversity@LWPTSA.net.