Intergroup dialogue and democratic practice in higher education

Lopez, Gretchen E.; Zúñiga, Ximena

doi:10.1002/he.410

Cited by 15 publications

(8 citation statements)

References 9 publications

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“…Intergroup dialog entails facilitating discussion between two groups on either side of a polarizing societal issue in a manner where all participants feel respected. The key to this approach is that it focuses on dialog and not debate (Dessel and Rogge, 2008); consequently this approach enables students to practice skills that they will need to create and nurture an inclusive culture both within and outside of higher education (Lopez and Zúñiga, 2010). Frantell et al (2019) found that using intergroup dialog produced several positive outcomes for participants; for example, ally development, perspective-taking, and critical consciousness.…”

Section: Dialogic Small Group Learningmentioning

confidence: 99%

The case for case studies: Dialogic engagement and case study creation in a higher education classroom

Sulé

Sachs

Mansor

et al. 2022

Active Learning in Higher Education

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As engagement and work with diverse others has grown increasingly important in the world, many educators have committed to enhancing students’ ability to address complex equity-based issues in their profession and everyday lives. Although there is growing literature on the value of using case studies and small group dialog, very little exists on dialogic, cooperative case study creation. Using critical pedagogy and constructivism as the epistemic lenses, this study qualitatively examines how students gauge their learning in a course focusing on knowledge development through dialog and cooperative case study creation. Findings indicate that the experiential and collaborative nature of the course fostered learning that has implications for engagement with diverse others and with dealing with equity-based issues. The study adds to knowledge about the functionality of case studies, particularly student-created case studies.

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Section: Dialogic Small Group Learningmentioning

confidence: 99%

The case for case studies: Dialogic engagement and case study creation in a higher education classroom

Sulé

Sachs

Mansor

et al. 2022

Active Learning in Higher Education

View full text Add to dashboard Cite

show abstract

“…Scholars founded the first "formal" IGD program at the University of Michigan in 1989 as a response to racial tensions that occurred on campus between Black students and White students (Gurin et al, 2013;Moss et al, 2017;Zún ˜iga et al, 2007). Some higher education institutions offer curricular-based academic dialogue programs for academic credit in various disciplines such as sociology, psychology, communication, conflict resolution studies, social work, and education (Lopez & Zún ˜iga, 2010). Additionally, university offices outside of formal academic departments, such as diversity and inclusion centers or residential life offices, also offer cocurricular IGD programs.…”

Section: Igd In Higher Educationmentioning

confidence: 99%

Examining Intergroup Dialogue’s Potential to Promote Social Justice in Adult Education

French

James-Gallaway

Bohonos

2021

Journal of Transformative Education

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Intergroup dialogue (IGD) is a program for facilitating conversations about social identity, institutionalized and systemic oppression, social conflict, and social justice. This article examines how IGD can contribute to adult education’s socially just goals by facilitating transformative learning. An initial review of the literature, followed by a discussion of IGD’s relationship to existing social justice pedagogy, highlights IGD’s transformative aspects in various learning settings within the adult education field. Finally, this article provides recommendations on how IGD can contribute to adult education practice and research while exploring implications and limitations.

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“…Listening circles or town halls are one mode of fostering community dialogue among students (Lopez & Zúñiga, 2010). Listening circles, also known as restorative justice circles, peacemaking circles (Coates et al, 2003), or communal circles (Diaz Soto et al, 2009), derive from indigenous practices of community dialogue and are used in decolonial social justice praxis to hold people in positions of power accountable for maintaining systems of oppression, and to take collective action.…”

Section: Community Dialoguementioning

confidence: 99%

Addressing race and diversity in graduate education: Practices from student activism

Chu¹,

Mj²,

Kirchner³

et al. 2021

Preprint

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This practice brief presents the work of doctoral students who aim to reform the graduate experience in their department to support marginalized students. Utilizing strategies from community organization and organizational change theories, we detail the processes of fostering community dialogue and of crafting a demand letter to communicate students’ needs and recommendations. We also discuss implications as it relates to accountability, implementation, and overcoming pushback. By centering students’ voices in change efforts, we hope to empower other students in dismantling oppressive systems and implementing practices to make higher education a more equitable and safer environment for marginalized students to thrive.

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Intergroup dialogue and democratic practice in higher education

Abstract: Participants in intergroup dialogue examine the significance of social identities and social inequalities and practice intergroup communication and collaboration skills.

Cited by 15 publications

References 9 publications

The case for case studies: Dialogic engagement and case study creation in a higher education classroom

The case for case studies: Dialogic engagement and case study creation in a higher education classroom

Examining Intergroup Dialogue’s Potential to Promote Social Justice in Adult Education

Addressing race and diversity in graduate education: Practices from student activism

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