On Being Absorbed: Taking up Dialogic Pedagogy in University Diversity Plans
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| Title: | On Being Absorbed: Taking up Dialogic Pedagogy in University Diversity Plans |
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| Language: | English |
| Authors: | Stephanie D. Hicks (ORCID |
| Source: | New Directions for Higher Education. 2025 (212):33-40. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Administration, Educational Planning, Diversity (Institutional), Intergroup Relations, Social Justice, Urban Universities, Research Universities, Program Development, Program Implementation |
| DOI: | 10.1002/he.20521 |
| ISSN: | 0271-0560 1536-0741 |
| Abstract: | What are we to make of the proliferation of Intergroup Dialogue (IGD) programs for social justice education on college campuses? Though the inception of IGD predates many institutions' diversity plans, increasingly colleges and universities are citing their existing IGD programs in their present-day plans, as IGDs effectiveness has been well documented. By focusing on the development and implementation of a dialogue-based education program at an urban, public research university, this study investigated whether IGD had been incorporated into the university in a way that abated students' critical stances and activism, or whether it challenged power. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495757 |
| Database: | ERIC |
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| Abstract: | What are we to make of the proliferation of Intergroup Dialogue (IGD) programs for social justice education on college campuses? Though the inception of IGD predates many institutions' diversity plans, increasingly colleges and universities are citing their existing IGD programs in their present-day plans, as IGDs effectiveness has been well documented. By focusing on the development and implementation of a dialogue-based education program at an urban, public research university, this study investigated whether IGD had been incorporated into the university in a way that abated students' critical stances and activism, or whether it challenged power. |
|---|---|
| ISSN: | 0271-0560 1536-0741 |
| DOI: | 10.1002/he.20521 |
