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In order both to prepare for an increasingly diverse society and to help students navigate diverse learning environments, many institutions of higher education have developed programs that support student learning and competencies around inter- and intra-group relations. Facilitating Change through Intergroup Dialogue: Social Justice Advocacy in Practice traces the impact of Intergroup Dialogue (IGD) courses on peer-facilitators who delivered Skidmore College's IGD curricula over a five-year period. Through a series of in-depth qualitative interviews and auto-ethnographies, this book explores how former IGD facilitators are applying what they learned to their personal and professional lives three to five years post-college. By exploring facilitators' application of IGD skills, understanding of social justice, and the challenges inherent in this work, Facilitating Change through Intergroup Dialogue offers concrete strategies for supporting undergraduate students in their enduring efforts towards justice.
List of contents
Table of Contents
Part 1: Contextualizing Intergroup Dialogue (IGD) Facilitation
- Introduction: The Power of Dialogue
Kristie A. Ford
- Skidmore College as a National Leader: Institutional Context and Methods of Inquiry Kristie A. Ford
Part 2: IGD Facilitator Reflections
Higher Educational Institutions
Preface to the Auto-Ethnographies
Kristie A. Ford
- On Becoming a Social Justice Advocate
Victoria K. Malaney
- Social Justice in Action and Inaction
Sarah Faude
Schools, Non-Profits, and Community Organizations
- Learning the Meaning of True Advocacy
Teshika R. Hatch
- Interrogating Privilege
Luna Malachowski Bajak
- Toward a New Operational Paradigm for Social Justice
Stephen A. Bissonnette
Synthesizing Patterns: Developing as Advocates for Change
- Communicating Differently Post-College: An Analysis of IGD Skills and Outcomes
Heather J. Lipkin and Kristie A. Ford
- Working Towards Social Justice Advocacy
Kristie A. Ford and Heather J. Lipkin
- A White Male’s Post-College Reflections on Race, Resistance, and Social Change Kristie A. Ford
Part 3: Beyond IGD Facilitation
- "I Wouldn’t be the Person I Am Without IGR": Implications and Conclusions
Kristie A. Ford and Heather J. Lipkin
- The Dialogue Continues: The Future of IGD
Stephen A. Bissonnette and Victoria K. Malaney
About the author
Kristie A. Ford is Professor of Sociology and Director of the Intergroup Relations Program at Skidmore College, USA.
Summary
In order both to prepare for an increasingly diverse society and to help students navigate diverse learning environments, many institutions of higher education have developed programs that support student learning and competencies around inter- and intra-group relations.
Additional text
Dr. Kristie Ford and colleagues provide an important contribution to our understanding of the post-college life and career choices following students’ roles as intergroup dialogue facilitators and intergroup relations minors. The narratives are compelling and illuminate the broader transferable skills that leadership in undergraduate social justice education offers. This book supports what many of us in higher education have believed---leadership in social justice activities creates powerful advocates and allies that use their learning as they navigate personal and professional relationships. I highly recommend this book for social justice educators who are mentoring undergraduates and especially for student leaders considering their post-college options.
--Kelly Maxwell, Co-Director and Lecturer, The Program on Intergroup Relations, University of Michigan, USA
