Teaching appreciation for differences via intergroup dialogue (IGD)

Abstract

There are many ways to teach appreciation for differences. Most often, this involves a one-and done session with little room for continued growth or monitoring of skill development. To be effective, however, the method used to teach concepts around differences must recognize the personal and communal pain, hurt, shame, and vulnerability that marginalized groups feel resulting from the dominant culture’s lack of awareness of and sensitivity to diversity and inclusion. Recognizing these aspects helps individuals respond to feelings of unworthiness and inadequacy. The difficulty is that people often attribute blame to others and think the responsibility for change belongs to someone else. Intergroup dialogue offers an interactive four-stage model that can help teach appreciation for and sensitivity to differences. This chapter presents and defines inter-group dialogue (IGD) and shares information about some of the skills generated from using IGD. These skills can help participants gain awareness and foster action and can help educators teach appreciation for differences, integrate the model into their courses, and measure the outcomes. It is through awareness and action we author our own endings and advocate for social justice. The IGD four-stage model is a face-to-face facilitated learning experience that brings together different social identity groups over a sustained time to 1) build trust by creating boundaries for communicating about difficult topics, 2) share and understand commonalities and differences while examining the nature and impact of social inequalities, 3) dialogue about difficult topics and 4) explore ways of working together toward greater equality and justice (IGD in Higher Ed, 2007, p. 2). This chapter will begin to explore these ideas and how they can help inform teaching. only 3 stages defined