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and beliefs based on socialization and cultural values. If the facilitator were to be impartial and neutral in moments of conflict between dialogue participants, the dominant narrative would affirm the experiences and voices of the dominant group members and further marginalize the experience of marginalized participants. A multi-partial facilitation approach differs from facilitator-advocate approaches in that it is equally invested in the participation and growth of all dialogue participants; it encourages self-reflection and awareness through engagement rather than direct confrontation, an approach based on the belief that "people who are not feeling threatened are more open to discussing their feelings and interests and are more open to discussing the effects the conflict is having on both groups". Rather than directly confronting a group member's bias, a multi-partial facilitator points out the dominant narrative when evidence of it arises, and encourages group members to share their experiences, while simultaneously encouraging a critical analysis of the underlying assumptions and narratives at play.
42:
374:, a process through which members of an oppressed group come to understand the history and circumstances of their oppression. Intergroup dialogue further aims to raise the consciousness of all participants, including those from advantaged and disadvantaged groups, through the use of multi-partial facilitation. This approach was developed by Janet Rifkin, professor at the
158:, adopted a theoretical approach to intergroup dialogue that emphasized the importance of people's own experiences, and the need to build dialogue capacity to enable people to "analyze their situation and take action to transform themselves and their conditions". Freire's writings about "dialogue as a liberatory educational practice", such as his book
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prerequisite for claiming an antiracist stance and for successfully leading race talks, according to Sue. According to education professor Ximena ZĂșñiga, the number one competency for facilitatorsâalongside small-group leadership skillsâis having a deep understanding of their own social identities as well as the social identities of others.
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play a significant role in creating positive dialogue outcomes, while participants who "disconnected" in response to hurtful intergroup conflicts reported negative outcomes. Yeakley highlighted the importance of facilitator training, and found that five facilitation skills are essential to promoting positive outcomes:
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A multi-partial approach to facilitation differs from both a neutral or impartial approach, as well as a model in which the facilitator acts as an advocate, such as in many feminist models. Multi-partial facilitation posits the presence of "dominant narratives" within dialogue, or sets of assumptions
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Universities worldwide offer intergroup dialogue programs to their students. Intergroup dialogue programs are frequently launched as part of larger campus diversity and social justice initiatives seeking to address tensions and conflict related to social identity, most centrally, race. Campuses vary
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Research shows that intergroup dialogue has positive impacts on participants' understanding of diversity and social justice issues. After conducting a qualitative interview study with dialogue participants, Anna
Yeakley found that connecting through a "depth of personal sharing" has been shown to
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Intergroup dialogue is intended to build relationships amongst participants with different social identities through the use of personal storytelling, empathetic listening and interpersonal inquiry. It integrates three core educational goals: "consciousness raising, building relationships across
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conversation between members of two or more social identity groups that strives to create new levels of understanding, relating, and action". This process promotes conversation around controversial issues, specifically, in order to generate new "collective visions" that uphold the dignity of all
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said that instructors who have not done the work of reflecting on themselves racially or culturally tend to be poor facilitators of discussions about race. Gaining critical racial consciousness through self-exploration, as well as exploration of the experiences of other racial groups, is a
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in their approach to intergroup dialogue, "tailor to the specific needs of the campus, school, academic department or student affairs unit that it serves". Dialogue groups are generally housed in on-campus organizations or academic departments, included as course offerings in
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who in the first decades of the 20th century envisioned "schools as social centers" that "educate youth for democratic citizenship". Dewey and other advocates of democratic education at the time envisioned dialogue as "the practice of deliberative democracy".
199:, have formed the foundation for intergroup dialogue. The growing popularity of intergroup dialogue programs on college campuses coincided with other theoretical developments in higher education, including, for instance, the integration of
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Intergroup dialogue is rooted in "philosophical and cultural traditions that have valued dialogue as a method of communication and inquiry" to explore shared issues. These traditions heavily influenced 20th century movements for
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differences and conflicts, and strengthening individual and collective capacities to promote social justice". Intergroup dialogue distinguishes its approach from other dialogic methods such as debate and discussion:
116:âone of the earliest U.S. mainstream examples of a community center that offered dialogue, "popular education and literacy ... as a means of promoting civic participation and social action organizing".
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Alimo, Craig; Kelly, Robert; Clark, Christine (2002). "Diversity initiatives in higher education: intergroup dialogue program student outcomes and implications for campus radical climate: a case study".
100:, which included intergroup dialogue as a core objective. The application of dialogue in education was a core tenet of the democratic education movement, drawing on the work of public intellectuals like
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Nagda, Biren (Ratnesh) A.; Yeakley, Anna; Gurin, Patricia; Sorensen, Nicholas (2012). "Intergroup dialogue: a critical-dialogic model for conflict engagement". In Tropp, Linda R. (ed.).
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429:. Students enrolled in intergroup dialogue coursework are typically required to complete supplementary readings, reflections, papers and in some cases, field work.
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Eight forms of discourse: 1. Verbal brawling; 2. Debate; 3. Presentation/Q&A; 4. Discussion; 5. Negotiation; 6. Council; 7. Dialogue; 8. Reflective silence
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from the rural South to the industrial North, contributed to considerable social unrest within the United States. Similar effects were felt in the
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aims to increase critical self-awareness and social awareness, to increase intergroup communication, understanding and collaborative actions.
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739:(2012). "Contrasting organizing approaches: the 'Alinsky tradition' and Freirian organizing approaches". In Minkler, Meredith (ed.).
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Kim, Joohan; Kim, Eun Joo (2008). "Theorizing dialogic deliberation: everyday political talk as communicative action and dialogue".
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Dessel, Adrienne; Rogge, Mary E. (December 2008). "Evaluation of intergroup dialogue: a review of the empirical literature".
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Stephan, Walter G. (2008). "Psychological and communication processes associated with intergroup conflict resolution".
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1285:. Taos tempo series: collaborative practices for changing times. Chagrin Falls, Ohio: Taos Institute Publications.
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The nature of prejudice change: positive and negative change processes arising from intergroup contact experiences
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in classrooms where students can comfortably talk about controversial topics; "authentic listening" is essential.
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movements. It is commonly used on college campuses, but may assume different namesakes in other settings.
1237:"In the hands of facilitators: student experiences in dialogue and implications for facilitator training"
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127:. This movement was a response in part to 20th-century U.S. political turmoil and social changes. The
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1001:"Facilitating difficult race discussions: five ineffective strategies and five successful strategies"
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378:, as a method of conflict resolution, and was adopted by the Program on Intergroup Relations at the
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Maxwell, Kelly E.; Nagda, Biren (Ratnesh) A.; Thompson, Monita C.; Gurin, Patricia, eds. (2011).
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aims to generate different perspectives on issues, to consider decisions among different options.
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Revolutionary pedagogies: cultural politics, instituting education, and the discourse of theory
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Reaching for higher ground in conflict resolution: tools for powerful groups and communities
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687:(2000). "The limits of dialogue as a critical pedagogy". In Trifonas, Peter Pericles (ed.).
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658:"The enduring appeal of community schools: education has always been a community endeavor"
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Leading through conflict: how successful leaders transform differences into opportunities
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Intergroup dialogue: deliberative democracy in school, college, community, and workplace
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ZĂșñiga, Ximena; Nagda, Biren (Ratnesh) A.; Chesler, Mark; Cytron-Walker, Adena (2007).
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The following table contrasts the characteristics of debate, discussion, and dialogue:
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Resolving community conflicts and problems: public deliberation and sustained dialogue
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Education programs for improving intergroup relations: theory, research, and practice
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Facilitating change through intergroup dialogue: social justice advocacy in practice
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Working through conflict: strategies for relationships, groups, and organizations
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Intergroup dialogue in higher education: meaningful learning about social justice
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Dialogue across difference: practice, theory and research on intergroup dialogue
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Not light, but fire: how to lead meaningful race conversations in the classroom
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people. Intergroup dialogue is based in the philosophies of the democratic and
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Intergroup dialogue: engaging difference, social identities and social justice
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Benson, Lee; Harkavy, Ira; Johanek, Michael C.; Puckett, John (Summer 2009).
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aims to clarify pros and cons of issues, to develop critical thinking skills.
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as a method of facilitating dialogue across difference of social identity.
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Later, the intergroup education movement in the 1940s and 1950s built upon
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Facilitating intergroup dialogues: bridging differences, catalyzing change
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Facilitating intergroup dialogues: bridging differences, catalyzing change
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All of these ideas and practices, combined with those of thinkers such as
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Dukes, E. Franklin; Piscolish, Marina A.; Stephens, John B. (2000).
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Gurin, Patricia; Nagda, Biren (Ratnesh) A.; ZĂșñiga, Ximena (2013).
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ZĂșñiga, Ximena; Lopez, Gretchen E.; Ford, Kristie A., eds. (2014).
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Community organizing and community building for health and welfare
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Bojer, Marianne Mille; Knuth, Marianne; Magner, Colleen (2008).
1104:"Listening skills help create safe space for difficult dialogue"
1041:"Fostering intergroup dialogue on campus: essential ingredients"
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attending to identity differences in awareness and experience.
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799:. ASHE higher education report. Vol. 32. San Francisco:
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Acknowledge feelings, then discount them as inappropriate
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Judge other viewpoints as inferior, invalid or distorted
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encouraging and supporting depth of personal sharing,
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Challenge ourselves and other's preconceived notions
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Mapping dialogue: essential tools for social change
611:Schoem, David Louis; Hurtado, Sylvia, eds. (2001).
1626:Stephan, Walter G.; Stephan, Cookie White (2001).
1591:. Oxford library of psychology. Oxford; New York:
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934:(Working paper). Program on Intergroup Relations,
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1049:Association of American Colleges and Universities
1665:Stephan, Walter G.; Vogt, W. Paul, eds. (2004).
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112:, a popular-education thinker, co-founded the
49:The examples and perspective in this section
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1669:. Multicultural education series. New York:
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931:Balancing asymmetrical social power dynamics
462:engaging conflicts as teachable moments, and
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436:teachers, has advocated for establishing a
131:, which was the rapid internal movement of
1589:The Oxford handbook of intergroup conflict
1444:. Leadership for the common good. Boston:
67:, or create a new section, as appropriate.
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83:Learn how and when to remove this message
456:recognizing signs of negative processes,
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114:Highlander Research and Education Center
1601:10.1093/oxfordhb/9780199747672.013.0013
1535:10.7312/columbia/9780231151689.001.0001
571:"Bridging differences through dialogue"
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366:Intergroup dialogue draws the work of
1438:"Table 8.1: Eight forms of discourse"
1243:. Sterling, VA: Stylus Pub. pp.
928:Fisher, Roger; Petryk, Taryn (2017).
7:
432:Teacher Matthew R. Kay, writing for
154:, who would become a core figure in
743:(3rd ed.). New Brunswick, NJ:
376:University of Massachusetts Amherst
1354:(8th ed.). London; New York:
195:about conflict transformation and
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400:In secondary schools and colleges
313:Listen for places of disagreement
282:Discount the validity of feelings
908:10.1111/j.1468-2885.2007.00313.x
353:Ask questions and invite inquiry
341:Listen with a view to understand
291:Use silence to gain an advantage
285:Listen with a view of countering
168:of social inequalities through "
40:
1350:; Stutman, Randall K. (2018) .
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569:ZĂșñiga, Ximena (January 2003).
1628:Improving intergroup relations
1397:Ford, Kristie A., ed. (2018).
1:
1446:Harvard Business School Press
1159:Conflict Resolution Quarterly
338:Explore thoughts and feelings
332:Express paradox and ambiguity
1564:. Sterling, VA: Stylus Pub.
1235:Yeakley, Anna Maria (2011).
1197:Yeakley, Anna Maria (1998).
617:University of Michigan Press
497:Intercultural communication
329:Broaden our own perspective
203:into law and other fields.
139:with the mass migration of
63:, discuss the issue on the
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590:10.1177/108648220300700603
423:peace and conflict studies
1527:Columbia University Press
803:Subscription Services at
257:In discussion we try to..
161:Pedagogy of the Oppressed
125:intergroup contact theory
1073:Kay, Matthew R. (2018).
972:10.1177/1046496407313413
745:Rutgers University Press
542:Transformative mediation
335:Find places of agreement
150:In Brazil in the 1960s,
1593:Oxford University Press
1484:Russell Sage Foundation
1132:Multicultural Education
747:. pp. 59â77 (65).
444:Evaluation and outcomes
390:Counseling psychologist
294:Disregard relationships
1671:Teachers College Press
1203:University of Michigan
936:University of Michigan
527:Social identity theory
502:Intercultural dialogue
453:creating a safe space,
380:University of Michigan
370:whose work focuses on
166:critical consciousness
1707:Communication studies
1640:10.4135/9781452229225
1630:. Thousand Oaks, CA:
1502:10.7758/9781610448055
1436:Gerzon, Mark (2006).
1411:10.4324/9781315302232
1364:10.4324/9781315296296
1348:Poole, Marshall Scott
861:10.4324/9781315540603
685:Burbules, Nicholas C.
372:consciousness raising
279:Deny other's feelings
1595:. pp. 210â228.
1401:. London; New York:
1079:Stenhouse Publishers
959:Small Group Research
895:Communication Theory
851:. London; New York:
695:. London; New York:
512:Intergroup relations
487:Diversity ideologies
322:Retain relationships
316:Achieve preset goals
201:critical race theory
98:democratic education
61:improve this section
51:may not represent a
1517:Lohmann, Roger A.;
350:Build relationships
276:Stress disagreement
234:Intergroup dialogue
19:is a "face-to-face
17:Intergroup dialogue
1201:(PhD). Ann Arbor:
1077:. Portsmouth, NH:
735:Martinson, Marty;
625:10.3998/mpub.11280
537:Sustained dialogue
507:Intergroup anxiety
273:Defend our opinion
193:Harold H. Saunders
189:John Paul Lederach
1632:SAGE Publications
1344:Folger, Joseph P.
1316:. San Francisco:
1110:. 15 October 2018
666:American Educator
615:. Ann Arbor, MI:
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262:In dialogue we...
156:popular education
141:Mexican Americans
133:African Americans
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