Intergroup dialogue promotes student engagement across cultural andsocial divides on college campuses through a face-to-face, interactive, and facilitated learning experience that bringstogether twelve to eighteen students from two or more socialidentity groups over a sustained period of time. Students inintergroup dialogue explore commonalities and differences; examinethe nature and impact of discrimination, power, and privilege; andfind ways of working together toward greater inclusion, equality, and social justice.
Intergroup dialogue is offered as a cocurricular activity onsome campuses and as a course or part of a course on others. Thepractice of intergroup dialogue is considered a substantive andmeaningful avenue for preparing college graduates with theknowledge, commitment, and skills essential for living and workingin a diverse yet socially stratified society. The research evidencesupports the promise of intergroup dialogues to meet itseducational goals?consciousness raising, building relationshipsacross differences and conflicts, and strengthening individual andcollective capacities to promote social justice.
This volume outlines the theory, practice, and research onintergroup dialogue. It also offers educational resources tosupport the practice of intergroup dialogue. Addressing faculty, administrators, student affairs personnel, students, andpractitioners, this volume is a useful resource for anyoneimplementing intergroup dialogues in higher education.
This is the 4th issue of the 32nd volume of the Jossey-Bassreport series ASHE Higher Education Report Series.Each monograph in the series is the definitive analysis of a toughhigher education problem, based on thorough research of pertinentliterature and institutional experiences. Topics are identified bya national survey. Noted practitioners and scholars are thencommissioned to write the reports, with experts providing criticalreviews of each manuscript before publication.
Daftar Isi
Executive Summary vii
Foreword xiii
Acknowledgments xv
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 Dialogue19
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 Dialogue41
Preparing Facilitators for Intergroup Dialogues 43
Major Issues and Challenges in Facilitating Intergroup Dialoguesand Programs 51
Research on Outcomes and Processes of Intergroup Dialogue59
A Conceptual Framework for Research on Intergroup Dialogue60
Outcomes of Intergroup Dialogue 64
Conclusion 72
Program Development, Implementation, and Institutional Impact75
Program Development 75
Implementation and Sustainability 81
Institutional Impact of IGD Programs 85
Final Thoughts 89
Appendix: Educational Resources 91
References 111
Name Index 121
Subject Index 125
About the Authors 127
Tentang Penulis
XIMENA ZÚNIGA is an associate professor affiliated withthe social justice education concentration in the Department of Student Development and Pupil Personnel Services, School of Education, University of Massachusetts Amherst.
BIREN (RATNESH) A. NAGDA is associate professor of socialwork 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 intergroupdialogue and has actively contributed to the development of thispractice over the past eight years.
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