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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.
Authors: Hicks, Stephanie D.
Source: New Directions for Higher Education. Dec2025, Vol. 2025 Issue 212, p33-40. 8p.
Subjects: Dialogic teaching, Intergroup communication, Social justice education, Research universities & colleges, Activism
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. [ABSTRACT FROM AUTHOR]
Copyright of New Directions for Higher Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of New Directions for Higher Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Social justice education
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      – SubjectFull: Research universities & colleges
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      – TitleFull: On Being Absorbed: Taking up Dialogic Pedagogy in University Diversity Plans.
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              Text: Dec2025
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