Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice: ASHE Higher Education Report, Volume 32, Number 4
October 2011, Jossey-Bass
Intergroup dialogue is offered as a cocurricular activity on some campuses and as a course or part of a course on others. The practice of intergroup dialogue is considered a substantive and meaningful avenue for preparing college graduates with the knowledge, commitment, and skills essential for living and working in a diverse yet socially stratified society. The research evidence supports the promise of intergroup dialogues to meet its educational goals?consciousness raising, building relationships across differences and conflicts, and strengthening individual and collective capacities to promote social justice.
This volume outlines the theory, practice, and research on intergroup dialogue. It also offers educational resources to support the practice of intergroup dialogue. Addressing faculty, administrators, student affairs personnel, students, and practitioners, this volume is a useful resource for anyone implementing intergroup dialogues in higher education.
This is the 4th issue of the 32nd volume of the Jossey-Bass report series ASHE Higher Education Report Series. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Intergroup Dialogue in Higher Education: Definition, Origins, and Practices 1
Defining Intergroup Dialogue 2
Historical Roots of and Contemporary Influences on Intergroup Dialogue 5
Organization of This Monograph 8
Educational Goals of Intergroup Dialogue 9
Consciousness Raising 9
Building Relationships Across Differences and Conflicts 12
Strengthening Individual and Collective Capacities to Promote Social Justice 16
Design and Practice Principles in Intergroup Dialogue 19
A Key Pedagogical Assumption 19
Design Elements 20
The Four-Stage Design of Intergroup Dialogue 26
Practice Principles for Intergroup Dialogue 31
Facilitating Intergroup Dialogues 39
Why Facilitation and Cofacilitation? 39
Competencies Required for Facilitators of Intergroup Dialogue 41
Preparing Facilitators for Intergroup Dialogues 43
Major Issues and Challenges in Facilitating Intergroup Dialogues and Programs 51
Research on Outcomes and Processes of Intergroup Dialogue 59
A Conceptual Framework for Research on Intergroup Dialogue 60
Outcomes of Intergroup Dialogue 64
Program Development, Implementation, and Institutional Impact 75
Program Development 75
Implementation and Sustainability 81
Institutional Impact of IGD Programs 85
Final Thoughts 89
Appendix: Educational Resources 91
Name Index 121
Subject Index 125
About the Authors 127
BIREN (RATNESH) A. NAGDA is associate professor of social work and director of the Intergroup Dialogue, Education and Action (IDEA) Center at the University of Washington.
MARK CHESLER is a professor of sociology at the University of Michigan and executive director of Community Resources Ltd. in Ann Arbor.
ADENA CYTRON-WALKER is a practitioner of intergroup dialogue and has actively contributed to the development of this practice over the past eight years.