Social Justice education is an extremely important element of most college curriculum. One example of social justice education offered by higher education institutions is Intergroup Dialogue. Dialogues are facilitated learning experiences that bring together 12-18 students from two social identity groups with a history of conflict (for example, “Muslims and Jews”). They are typically semester-long courses, meeting two times each week, with a structured curriculum. Peer facilitators, often undergraduate students, lead the discussions. Dialogues provide an opportunity to explore common ground and differences, examine systems of power and privilege, and find ways to work together to promote social justice.
IGD is based on the premise that sustained and meaningful contact is necessary to address issues of conflict and to promote the creation of a just and diverse campus.[1] Oftentimes these dialogues are the first opportunities students have to speak in-depth with those of different racial, ethnic, and sexual identity groups.[2] IGD programs can be adapted to be part of a curriculum, or housed in academic or student affairs departments.
The outcomes of these programs are quite striking. Evidence suggests that they are a meaningful way to build bridges.[3] Participants exhibit an increased understanding of themselves and others, a knowledge of the historical causes of discrimination, and a commitment to take action. Many students have applied what they learned in these dialogues to the college campus at-large or brought their knowledge into their career.[4]
College campuses offer a unique, safe and fertile learning environment in which to have these conversations. College admissions offices are staffed with people dedicated to increasing diversity on campus. IGD programs put into action what admissions officers hope to achieve, but that often does not occur organically.
I have had the privilege to be both a participant and facilitator of semester-long dialogues. Over the years, I have also adapted these dialogues into mini-workshops and day-long retreats on several college campuses. I can attest to the fact that the experience is quite transformative and leaves a lasting impact on all participants.
- Corinne
[1] Zuniga, X. (2007). Fostering intergroup dialogue on campus: Essential ingredients. Retrieved
November 28, 2007, from http://www.diversityweb.org/Digest/W98/fostering.html
[2] Schoem, D. & Stevenson, M. (1990, Summer). Teaching ethnic identity and intergroup relations: The case of Black-Jewish dialogue. Teachers College Record, 91 (4).
[3] Zuniga et al (2007)
[4] Zuniga et al (2007)
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