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.
In addition to celebrating collaborative work in 2015-16
the Intergroup Dialogue Program is marking
10 years of dialogic pedagogy in action
at Syracuse University
JOIN US TUESDAY MAY 3RD 7-9 PM
113 EUCLID AVENUE FIRST FLOOR
RSVP email@example.com or 315 443 4555
Several graduate students and faculty from Cultural Foundations of Education are presenting at this month’s American Educational Research Association 2016 meeting in Washington DC. To connect and for a listing of titles and dates, see this School of Education news item:
The Syracuse University Chancellor’s workgroup on diversity and inclusion released its report to the university community on March 21. The report includes 33 specific recommendations focused on institutional commitment including policies; faculty, staff, and student education on issues of diversity and inclusion; and full access for students, staff, and faculty across university offerings and activities.
A recent UCLA Daily Bruin article on academic diversity highlights the need for Intergroup Dialogue learning opportunities as well as more coordination overall on college campuses, bringing together programs/courses and efforts to create more cohesive and meaningful diversity educational initiatives.
Source: Daily Bruin (4/8/16)
UNSCRIPTED CONVERSATIONS on Black Lives Matter
reflecting on Black History Month Commemorative Lecture by
social activist Alicia Garza
February 24th – Wednesday – 7 pm
113 Euclid Avenue, Rm. 104
RSVP via link below:
COURSE ANNOUNCEMENT FOR SPRING 2016
DIALOGUE ON FAITH, CONFLICT, AND COMMUNITY
OPEN TO INTERESTED SU GRADUATE STUDENTS THROUGH SCHOOL OF EDUCATION (CFE 600)
The interdisciplinary program on Intergroup Dialogue is opening up the
interfaith dialogue section offered this spring 2016 (SOC/WGS 230 & CFE 200)
to interested graduate students from departments across schools and colleges.
In this course – Dialogue on Faith, Conflict, and Community – we will examine intersections between religious and secular identities in contemporary America, analyze social power embedded in differing faith identities, and explore religious conflict while seeking interfaith understanding and alliances. Whatever your faith or non-faith identity, we invite you to join in this opportunity to develop and apply dialogue skills in visits to Syracuse faith communities, and in an action project to support interfaith collaboration towards justice and human rights.
Course requirements include weekly written reflections, final paper, and collaborative project. Sample references include chapters from:
- Kivel, P. (2013). Living in the Shadow of the Cross: Understanding and Resisting the Power and Privilege of Christian Hegemony. Gabriola Island, Canada: New Society Publishers.
- The Dalai Lama (2011). Toward a true kinship of faiths. New York, NY: Three Rivers Press.
- Patel, E. (2012). Sacred ground: Pluralism, prejudice, and the promise of America. Boston, MA: Beacon Press.
- Hirschfield, B. (2009). You don’t have to be wrong for me to be right: Finding faith without fanaticism. New York, NY: Random House Inc.
- Akwesasne Notes (Ed.) (2005). Basic call to consciousness. Summertown, TN: Native Voices.
The course, co-facilitated by Dr. Diane Swords and El-Java Abdul-Qadir, will meet once a week on Monday from 3:45 to 6:30 at 113 Euclid, first floor. Details are also provided on the attached flyer and through the IGD website: intergroupdialogue.syr.edu
Interested students should contact Diane Swords (firstname.lastname@example.org, 315 391 4484) or Robin Higgins (email@example.com, 443 9585) by Friday 12/18, 5 pm at the latest as this is the last day of registration before the university’s winter break. We can provide further information on registration at that time.
Applications are currently being accepted for three sections of SOC/WGS 230 & CFE 200 – Intergroup Dialogue – for the Spring 2016 semester.
Join us for an unique and important educational experience:
- Intergroup Dialogue on Race and Ethnicity (Tuesday)
- Dialogue on Socioeconomic Inequality in Education (Wednesday)
- Dialogue on Faith, Conflict, and Community (Monday)
All classes meet at the Intergroup Dialogue Program at 113 Euclid, First Floor. Please drop by for more information, connect with us on Facebook, or call 315 433 4555.
Here’s the direct link to submit an application.