Using Intergroup Dialogue to Promote Social Justice and Change

Dessel, Adrienne B.; Rogge, Mary E.; Garlington, Sarah B.

doi:10.1093/sw/51.4.303

Cited by 110 publications

(81 citation statements)

References 21 publications

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“…A common school practice is facilitating conversations about race. Having structured and facilitated discussions on race, ethnicity, and racial oppression have been found to promote positive attitude change (Dessel et al 2006). These programs often teach about the negative implications that stereotypes and prejudices have on building relationships across racial difference.…”

Section: Preparation For Biasmentioning

confidence: 99%

School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students

2015

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Research has sought to understand how parents socialize their children around race and ethnicity, but few studies have considered how contexts outside the home are also important sources of socialization. In this paper we review and integrate literature on practices in school settings that have implications for ethnicracial socialization using a framework based on Hughes et al. (Dev Psychol 42(5):747-770, 2006) review of parental socialization. The practices reviewed include cultural socialization, preparation for bias, promotion of mistrust, egalitarianism, colorblindness, and silence. Our review shows a wide range of practices in education that may influence the development of ethnic-racial identity and ethnic-racial consciousness, but more research is needed to understand the role that schools play in developing African American youth's understanding of race and identity.

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Section: Preparation For Biasmentioning

confidence: 99%

School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students

2015

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“…Research indicates that participation in such experiences can result, in the short-term, in changes to individual attitudes and cross-group relationships (Dessel, Rogge, and Garlington 2006;Rozas 2007;Vasques Scalera 1999). However, absent from this scholarship is evidence that intercultural dialogue contributes in any way to eliminating, or even mitigating, systemic inequities (DeTurk 2006).…”

Section: Socio-political Contextmentioning

confidence: 99%

Good intentions are not enough: a decolonizing intercultural education

Gorski

2008

Intercultural Education

340

185

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“…Some authors indicate that participation in intercultural education can result, mostly in the short-term, in changes to individual attitudes and cross-group relationships (Dessel, Rogge, and Garlington 2006;Rozas 2007;Vasques Scalera 1999). While there are studies (Halualani, 2008) that reflect how culturally different students define, make sense of, and experience intercultural interaction at a multicultural university in the US, they are not centered on intercultural competencies.…”

Section: Intercultural Education Intercultural Competences and Intermentioning

confidence: 99%

Intercultural Dialogues and Higher Education, Prerequisites for Strengthening the Europe-Asia Relationships

Suciu¹,

Pagliari²,

Neagu³

et al. 2013

JELHE

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This paper is aimed at debating intercultural competences and intercultural dialogue issues within a multicultural learning environment. It supports the idea of cultural dimension and quality in higher education with a focus on intercultural sensitivity, intercultural dialogue and intercultural effectiveness. The paper disseminates a part of the results obtained within the national research project "Parteneriate/Partnership 92116". The research project takes into account ethical and moral issues in higher education with special references to equality of chance, management of diversity and intercultural dialogue-as prerequisite for higher education development and sustainability. The designed methodology consists of case studies, interviews and questionnaires applied both to the Faculty of Business Administration (with subjects taught in foreign languages) at the Academy of Economic Studies Bucharest and the Faculty of Engineering in Foreign Language at "Politehnica" University from Bucharest. Qualitative interpretation refers to students opinions regarding intercultural sensitivity within the two faculties that function as multicultural learning environments. The team supports the idea according to which intercultural sensitivity and intercultural dialogue issues are very important for better understanding the complexity and dynamics of multicultural learning environments. Intercultural competence and effectiveness can make the difference for the quality and sustainability of higher education. In Romania the previous studies concerning intercultural sensitivity have focus mostly on the ethnic dimension. The originality of our research regards the fact that it focuses mostly on topics such as intercultural effectiveness and intercultural dialogue analyzed within a multicultural learning environment where students interact by learning the same subjects in a foreign language.

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Using Intergroup Dialogue to Promote Social Justice and Change

Cited by 110 publications

References 21 publications

School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students

School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students

Good intentions are not enough: a decolonizing intercultural education

Intercultural Dialogues and Higher Education, Prerequisites for Strengthening the Europe-Asia Relationships

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