Braids and bridges: A critical collaborative autoethnography of racially minoritized women teaching intergroup dialogue.

2022 ◽  
Author(s):  
Bridget Turner Kelly ◽  
Milagros Castillo-Montoya ◽  
Rani Varghese ◽  
Ximena Zúñiga
Keyword(s):  
Intergroup Dialogue

Wedialog.Net: A quantitative field test of the effects of online intergroup dialogue in promoting justice- versus harmony-oriented outcomes in Bosnia and Serbia.

2019 ◽  
Vol 25 (4) ◽  
pp. 287-299
Author(s):  
Hema Preya Selvanathan ◽  
Bernhard Leidner ◽  
Nebojša Petrović ◽  
Nedim Prelić ◽  
Ivan Ivanek ◽  
...  
Keyword(s):  
Field Test ◽  
Intergroup Dialogue

Towards the Integration of Faith, Love, and Praxis

2020 ◽  
Vol 47 (2) ◽  
pp. 5-27
Author(s):  
Monica Y. E. Chi
Keyword(s):  
Social Work ◽  
The Other ◽  
Intergroup Dialogue ◽  
Christian Spirituality ◽  
Social Work Educators ◽  
Dorothy Day ◽  
Jane Addams ◽  
Faith Based ◽  
Poor Understanding ◽  
Martin Luther King

Non-faith-based social work educators and researchers have a poor understanding of what might motivate Christians in social work and whether Christian motivations have any place in social work. On the other hand, Christians have difficulty articulating actions inspired by their faith in ways that others can comprehend despite feeling misunderstood. The focus of this article is to present the framework of faith-inspired praxis of love and lay the groundwork for intergroup dialogue. The framework draws from the works of Jane Addams, Dorothy Day, Martin Luther King, Jr., Jean Vanier, and Mary Jo Leddy, five notable leaders in Christian spirituality and public initiatives, to discuss their conceptualization of faith, love, and praxis. Practice and research implications of this framework for social work are discussed.

Intergroup dialogue: A justice‐centered pedagogy to address gender inequity in STEM

2021 ◽  
Vol 105 (2) ◽  
pp. 232-254
Author(s):  
Brittany A. White ◽  
Joseph R. Miles ◽  
Keri A. Frantell
Keyword(s):  
Intergroup Dialogue ◽  
Gender Inequity

Intergroup Dialogue: A Review of Recent Empirical Research and Its Implications for Research and Practice

2019 ◽  
Vol 50 (5) ◽  
pp. 654-695 ◽  
Author(s):  
Keri A. Frantell ◽  
Joseph R. Miles ◽  
Anne M. Ruwe
Keyword(s):  
Social Justice ◽  
Empirical Research ◽  
Group Intervention ◽  
Future Research ◽  
Intergroup Dialogue ◽  
Future Directions ◽  
Research And Practice ◽  
Current State ◽  
Intergroup Relationships ◽  
Future Practice

Intergroup dialogue (IGD) is a small group intervention that allows for sustained communication between people across social identity groups. It aims to foster intergroup relationships, develop critical consciousness, and increase capacities for promoting social justice. A decade after Dessel and Rogge published their review of the empirical research on IGD from 1997 to 2006, we reviewed the empirical IGD research from 2006 to 2017. We explore research that has examined IGD outcomes, processes, and facilitation, seeking to understand the current state of the research and practice of IGD. We discuss advances and new approaches to IGD, assess growth since Dessel and Rogge’s review, and discuss future directions. We provide five key recommendations for future research on IGD, and five key recommendations for future practice of IGD.

scholarly journals Together and Alone? The Challenge of Talking about Racism on Campus

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 79-93
Author(s):  
Beverly Daniel Tatum
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
White Students ◽  
Students Of Color ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
Learning Needs ◽  
Intergroup Dialogue ◽  
White Institutions ◽  
Global World

Higher education institutions are among the few places where people of different racial, cultural, and socioeconomic backgrounds can engage with each other in more than just a superficial way, providing students a unique opportunity to develop the skills needed to function effectively in a diverse, increasingly global world. Whether students develop this capacity will depend in large part on whether the institution they attend has provided structures for those critical learning experiences to take place. But what form should such learning experiences take? This essay argues that positive cross-racial engagement may require both structured intergroup dialogue and intragroup dialogue opportunities to support the learning needs of both White students and students of color in the context of predominantly White institutions.

Creating an Intergroup Dialogue Curriculum on Race for Psychiatry Residents

2019 ◽  
Vol 44 (4) ◽  
pp. 498-499
Author(s):  
Brittany Anne Hammond ◽  
Channing James
Keyword(s):  
Intergroup Dialogue ◽  
Psychiatry Residents
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