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substantive educational
readings that de-bunk myths associated with social identity groups
-
interactive
exercises to simulate the experience of one’s
own and others’ identities
-
group discussions adhering to agreed
upon communication guidelines that promote a confidential, safe,
and open
environment for sharing
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progress (emotionally
and intellectually) through four stages: identity development;
power & privilege;
working through conflicts; and being an ally for social justice
What makes Intergroup Dialogue different?
The Intergroup Dialogue Model emphasizes preparation of participants
and balance of power dynamics.
-
Co-facilitators represent
both dominant and non-dominant cultural identities
-
Trained facilitators have studied
and/or taken courses to develop understanding of group dynamics and
communication
skills
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Groups are constructed to represent balanced numbers of participants
identifying with the dominant and non-dominant
identity that is the focus of the dialogue
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One social identity topic is selected
for the dialogue so that interaction may be more in-depth
and delve into more substantive issues
-
The dialogue is structured according
to a progression of learning outcomes
-
Ideally, the dialogue is sustained
over time for a period of at least 6 weeks so that conflict
and issues that arise may be fully addressed.
Dialogue: An Alternative Communication Approach
Intergroup Dialogue is qualitatively different from a debate or
even a discussion. In general, when our identities are threatened
we tend to resort to debate modes of communication. When our identities
are somewhat secure, but felt to be superior, we are willing to
engage in discussion. Only when our identities are somewhat secure
and we are open to understanding and valuing others can dialogue
occur.
Dialogue seeks to create a safe environment in which we are encouraged
to go outside of our comfort zones. In this space we are challenged
with new information about ourselves, as well as about others.
The greatest learning occurs on the edges and contested zones of
our identity comfort areas. Engaging in dialogue means that participants
will experience annoyance, anger, surprise, frustration, confusion
and defensiveness. Conflict will occur, and it is welcomed as a
natural outgrowth of challenging core values. Dialogue participants
are informed to expect conflict, taught ways to respond to conflict,
and are encouraged and supported to use conflict as an opportunity
for leaning and growth.
Dialogue Skills
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Listen
-
Learn your
triggers
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Ask questions
-
Focus on understanding
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Address conflict
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Express
emotion
-
Maintain multipartiality
-
Challenge
dominant ideology
-
Unpack ‘identity’ issues
-
Explore mutual
contribution to problems
-
Separate intent
and impact of offences
-
Validate
others’ feelings and stories
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Speak to third-story:
step outside issue
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Speak for
self, not others
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Reframe, reframe, reframe
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Explore
others’ stories
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Learn to be an ally for social justice
|
Conflict |
Community |
Perspective |
Tone |
Evaluation |
Purpose |
| Debate |
Defined by position |
Not considered |
One right answer |
Argumentative |
Degree of logic and forcefulness |
Evaluate pros and cons |
| Discussion |
Underlying tension with little exploration |
Defined by who shares similarities |
Acknowledge existence of different perspectives |
Forced politeness |
Range of cognitive inquiry |
Weigh opinions |
| Dialogue |
Conflict normalized |
Recognized as diverse with both similarities and differences |
Seek to understand (in-depth) basis for different perspectives |
Empathy |
Level of self- and other-inquiry |
Increase intergroup communication, understanding and collaborative
action |
Adapted from Maxwell, Nagda, Thompson (2010), Table 1.1, pg. 4
Outcomes of Intergroup Dialogue
Research studies have demonstrated significant effects of Intergroup
Dialogue on participants’ intergroup understanding, intergroup
relations, and intergroup collaboration.* Specifically, research on college
and university Intergroup Dialogue courses show significant differences
in student outcomes, compared to student enrollment in other diversity-related
social science courses, on measures of:
- Awareness of structural understanding of inequality
- Identity engagement
- Empathy
- Motivation to bridge differences
- Anticipated post-college involvement in addressing inequality
- Confidence and frequency of taking action for social justice
*Source: Diversity & Democracy Vol. 12, No. 1. Association of American
Colleges & Universities
Intergroup Dialogue Courses
Intergroup Dialogue: Modules in courses across disciplines (contact us for current
offerings)
Intergroup Dialogue (4 credits): Comm 395, Fall Semester
Intergroup Dialogue Practicum: Facilitator Training (4 credits): Comm 395 Spring
Semester (Prerequisite: IGD fall semester)
Resources:
Facilitating Intergroup Dialogues: Bridging Differences, Catalyzing
Change,
Maxwell, et al., Stylus, 2011.
Teaching for Diversity and Social Justice, 2e, Adams, et al., Routledge,
2007.
Readings for Diversity and Social Justice, 2e, Adams, et al., Routledge,
2010
Difficult Conversations: How to Discuss What Matters Most, Stone, et
al., Penguin, 2010.
The Program on Intergroup Relations, University of Michigan: http://www.igr.umich.edu/
For more information on the Intergroup Dialogue Program at Hope College
contact:
Dr. Deirdre D. Johnston
Professor of Communication
Martha Miller Center for Global Communication
Hope College
P.O. Box 9000
Holland, MI 49422-9000
johnston@hope.edu
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