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Intergroup dialogue promotes student engagement across cultural and social divides on college campuses through a face-to-face, interactive, and facilitated learning experience that brings together twelve to eighteen students from two or more social identity groups over a sustained period of time. Students in intergroup dialogue explore commonalities and differences; examine the nature and impact of discrimination, power, and privilege; and find ways of working together toward greater inclusion, equality, and social justice. Intergroup dialogue is offered as a cocurricular activity on some campuses and as a course or part of a course on others. The practice of intergroup dialogue is considered a substantive and meaningful avenue for preparing college graduates with the knowledge, commitment, and skills essential for living and working in a diverse yet socially stratified society. The research evidence supports the promise of intergroup dialogues to meet its educational goals?consciousness raising, building relationships across differences and conflicts, and strengthening individual and collective capacities to promote social justice. This volume outlines the theory, practice, and research on intergroup dialogue. It also offers educational resources to support the practice of intergroup dialogue. Addressing faculty, administrators, student affairs personnel, students, and practitioners, this volume is a useful resource for anyone implementing intergroup dialogues in higher education. This is the 4th issue of the 32nd volume of the Jossey-Bass report series ASHE Higher Education Report Series. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
This report presents results from a National Coalition of Advocates for Students' (NCAS) study (Looking for America) of intergroup relations between immigrant and U.S. born students in public schools and the organization's collaboration with selected schools to improve those relationships. The report reveals school practices designed to improve intergroup relations, presents evidence of strategic planning and deliberate interventions that foster improvements in intergroup relationships between students through on-site implementation in seven schools across the country, and documents the knowledge gleaned from the intervention sites. Profiles of 16 school programs are described, and the characteristics of what is required for these types of programs to work are listed. The profiles reveal the extent of the student diversity within these schools as well as the diversity of the actions taken to meld the groups into a harmonious whole. Their experience reveals that respect for one another can be taught and that steps can be taken to broaden students' understanding that the world is wider than political and cultural boundaries allow. Appendixes contain the research methodology and criteria for including a particular school in the research, a list of resources, and information on the NCAS. (Contains 19 references.) (CM)
Intercultural Education: Critical Perspectives, Pedagogical Challenges, and Promising Practices, co-edited by Cinzia Pica-Smith, Carmen N. Veloria and Rina Manuela Contini, is an edited volume that brings together scholars from across the globe who delve critically into the frameworks of interculturalism and intercultural education to go beyond the European context, to reorient our perspectives on the frameworks and engage in new conversations across various institutional contexts and countries. The scholars in this volume explore and critique intercultural education on localized alliances, epistemologies, pedagogy, multi-sector collaborations, and language policies. Some scholars contextualize this phenomenon by acknowledging the on-going struggles for recognition, representation, and heritage language maintenance; while others write about the institutionalization that brings about warped narratives, produces challenges and tensions, and the interplay of power dynamics that impacts practice which is ultimately felt most by practitioners and students. Finally, authors move beyond this critique by working with diverse communities, expanding the dialogue to include multiple perspectives, and promoting the adaptation of indigenous practices in new ways.The scholar-practitioners in this collection engage with the theory and practice of intercultural education to describe, interrogate, critique, and put forth recommendations for future iterations of policy and practice. They do not stop at historicizing, contextualizing, and problematizing the conceptual framework. These scholars go beyond analysis and provided us a roadmap to real-life possibilities for changes to the framework of intercultural education that will manifest in policy and curricula that will impact the institution of schools, translating, ultimately, into real-time change in the lives of children and their communities.