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How intergroup dialogue facilitators understand their role in promoting student development and learning created by Stephen John Quaye and Matthew R. Johnson

By: Contributor(s): Material type: TextTextSeries: Journal on excellence in college teaching ; Volume 27 , number 2 ,Canada: Miami University, 2016Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 1052-4800
Subject(s): LOC classification:
  • LB1778 JOU
Abstract: Intergroup dialogues are co-facilitated, face-to-face dialogues between two groups that have a history of conflict (for example, White people and people of color). Although researchers have explored the outcomes of these dialogues among students, little is known about the role of facilitators. Drawing from a case study of an intergroup dialogue program, the authors employ student development and learning theories to explore the tensions with which facilitators wrestled during these dialogues, including their authority and expertise, seeing knowledge as socially constructed, and sharing personal experiences during dialogues. Implications for intergroup dialogue facilitators to better manage these tensions are provided.
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Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB1778 JOU (Browse shelf(Opens below)) Vol. 27, no.2 (pages29-55) Not for loan For in house use only

Intergroup dialogues are co-facilitated, face-to-face dialogues between two groups that have a history of conflict (for example, White people and people of color). Although researchers have explored the outcomes of these dialogues among students, little is known about the role of facilitators. Drawing from a case study of an intergroup dialogue program, the authors employ student development and learning theories to explore the tensions with which facilitators wrestled during these dialogues, including their authority and expertise, seeing knowledge as socially constructed, and sharing personal experiences during dialogues. Implications for intergroup dialogue facilitators to better manage these tensions are provided.

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