The deadline to complete the online registration form to participate in the dialogue and action series (co-curricular) focused on Pulse: Exploring Systems of Oppression and Possibilities for Liberation through A Critical Examination of Orlando has been extended to Wednesday 9/21 at 12 noon. If you’re interested in joining this important dialogue, register today. If you have any questions about the series, please feel free to contact the Intergroup Dialogue Program (315 443 4555, email@example.com) or the facilitators for the dialogue, Tiffany Gray (firstname.lastname@example.org) and Abby Fite (email@example.com, 315 443 3983).
Pulse: Exploring Systems of Oppression and Possibilities for Liberation
through a Critical Examination of Orlando
Join us in an important 7-week sustained dialogue focused on the events at Pulse in Orlando this summer. This co-curricular “Difficult Dialogues” initiative offers participants the opportunity to begin to process and heal from this summer’s events. Participants will build affirming relationships within and across their own identities as they analyze the ways in which racism, queerphobia, transphobia, toxic masculinity, and other systems of oppression enable personal violence. Participants will further work together to develop a collective action project.
This co-curricular dialogue will meet every Thursday (3:30-5:30) beginning September 22nd and concluding November 3rd. Meetings will take place at 113 Euclid Avenue, First Floor, Room 105.
Undergraduate and graduate students may sign up to participate via an online registration form [click here].
Students are also welcome to contact the co-facilitators Tiffany Gray (firstname.lastname@example.org) and Abby Fite (email@example.com) by email or to call (315 443 3983) for more information.
Registration is currently set to close on September 19th.
Interested in more information? Feel free to drop by our program office at 113 Euclid, First Floor, or contact the IGD Program Coordinator at 315 443 9585.
Introducing Intergroup Dialogue
- Zúñiga, Nagda, Chesler, & Cytron-Walker (2007). Intergroup dialogue in higher education: Meaningful learning about social justice. ASHE Higher Education Report, 32(4). [ISBN-13: 978-0787995799]
- Intergroup dialogue in higher education: Definitions, origins, and practices (pp. 1-7)
- Educational goals of intergroup dialogue (pp. 9-18)
- Design and practice principles in intergroup dialogue (pp. 19-38)
- Exhibit 1 – Overview of the four-stage design of intergroup dialogue (pp. 27-28)
- Exhibit A1 – Facilitator personal assessment chart (pp. 106-107)
- Lopez & Zúñiga (2010). Intergroup dialogue and democratic practice in higher education. New Directions for Higher Education, 152, 35-42. [ISBN-13: 978-0787995799]
- Nagda & Maxwell (2011). Defining the layers of understanding and connection: A critical-dialogic approach to facilitating intergroup dialogues. In Maxwell, Nagda, & Thompson (Eds.), Facilitating intergroup dialogues: Bridging difference, catalyzing change. Sterling, VA: Stylus. [ISBN-13: 978-1579222918]
- Table 1.1 – Approaches to discursive engagement with and across difference (p. 4 only)
Engaging Intergroup Dialogue
- Lau, Landrum-Brown, & Walker (2011). (Re)training ourselves: Professionals who facilitate intergroup dialogue. In Maxwell, Nagda, & Thompson (Eds.), Facilitating intergroup dialogues: Bridging difference, catalyzing change (pp. 85-97). Sterling, VA: Stylus. [ISBN-13: 978-1579222918]
- Ropers-Huilman (2013). Engaging whiteness in higher education. In Landreman (Ed.), The art of effective facilitation: Reflections from social justice educators (pp. 81-100). Sterling, VA: Stylus. [ISBN-13: 978-1579229740]
- Ford & Malaney (2014). “I now harbor more pride in my race:” The educational benefits of inter- and intraracial dialogues on the experiences of students of color and multiracial students. In Zúñiga, Lopez, & Ford (Eds.), Intergroup dialogue: Engaging difference, social identities, and social justice (pp. 25-46, reprinted). NY: Routledge. [ISBN-13: 978-1138949539]
- Ford (2012). Shifting white ideological scripts: The educational benefits of inter- and intraracial curricular dialogues on the experiences of white college students. Journal of Diversity in Higher Education, 5(3), 138-158.
- Madden (2015). Social class dialogues and the fostering of class consciousness. Equity & Excellence in Education, 48(4), 571-588.
- Kohli (2014). Racial pedagogy of the oppressed: Critical interracial dialogue for teachers of color. In Zúñiga, Lopez, & Ford (Eds.), Intergroup dialogue: Engaging difference, social identities, and social justice (pp. 192-207, reprinted). NY: Routledge. [ISBN-13: 978-1138949539]
- Bell, Love, Washington, & Weinstein (2007). Knowing ourselves as social justice educators. In Adams, Bell, & Griffin (Eds.). Teaching for diversity and social justice (2nd, pp. 381-393). NY: Routledge. [ISBN-13: 978-0415952002]
- Harro (2013). The cycle of socialization / The cycle of liberation. In Adams, Blumenfield, Castañeda, Hackman, Peters, & Zúñiga (Eds.). Readings for diversity and social justice (3rd ed.). NY: Routledge. [ISBN-13: 978-0415892940]
- Figure 6.1 – The cycle of socialization (p. 46 only)
- Figure 131.1 – The cycle of liberation (p. 620 only)
- The Program on Intergroup Relations (2010, March). Useful questions for dialogue facilitation. Ann Arbor, MI: The University of Michigan.