Degree Name

MA in Sustainable Development

First Advisor

Ryland White


This paper is part of a Course-Linked Capstone with Training Design for Experiential Learning and Training for Social Action. The primary reason why I chose to pursue a Course-Linked Capstone with these courses is because of the depth of learning I experienced while at SIT and the continuation of this learning into my Reflective Practice Phase. These courses were instrumental in my learning about myself as well as about the importance of experiential learning in relation to training and facilitation.

Because of my particular experience at the SIT Graduate Institute, I cannot detach training and facilitation from understanding of my own identity. While I was in these training courses, I was also enrolled in courses entitled Social Identity and Theory and Practice of Social Justice. As a result my work as a trainer has been focused around social identity and social justice. I facilitated workshops at SIT around issues including white privilege, racial identity and social justice activism.

Due to the fact that my understanding of training is wrapped up into an analysis of my own social identity (especially my racial identity) this paper is about my experience as a trainer and what insights I have gained into understanding myself (and my different social identities) as well as myself as a trainer. One of the key insights I have gained into learning about myself both as a trainer and as a white man is seeing myself in others. This will be expanded upon later in the paper.

Key words/terms: white privilege, co-creating learning environments, culture circles, racial identity development, experiential learning, white silence


Civic and Community Engagement | Community-Based Learning | Race and Ethnicity