Resources to continue engaging dialogue on campus

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]

Learning More 

  • 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.