Examining Intergroup Dialogue's Potential to Promote Social Justice in Adult Education

Autor/inn/en	French, Patrice; James-Gallaway, Chaddrick; Bohonos, Jeremy
Titel	Examining Intergroup Dialogue's Potential to Promote Social Justice in Adult Education
Quelle	In: Journal of Transformative Education, 20 (2022) 1, S.44-61 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (French, Patrice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446211000037
Schlagwörter	Dialogs (Language); Interpersonal Communication; Social Justice; Identification (Psychology); Adult Education; Social Bias; Conflict; Transformative Learning; United States History; Educational History; Student Diversity; Social History; Facilitators (Individuals); Power Structure; Graduate Study; Adult Educators + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Interpersonale Kommunikation; Soziale Gerechtigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Konflikt; Pädagogische Transformation; History of education; Bildungsgeschichte; Sozialgeschichte; Aufbaustudium; Graduiertenstudium; Hauptstudium; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende
Abstract	Intergroup dialogue (IGD) is a program for facilitating conversations about social identity, institutionalized and systemic oppression, social conflict, and social justice. This article examines how IGD can contribute to adult education's socially just goals by facilitating transformative learning. An initial review of the literature, followed by a discussion of IGD's relationship to existing social justice pedagogy, highlights IGD's transformative aspects in various learning settings within the adult education field. Finally, this article provides recommendations on how IGD can contribute to adult education practice and research while exploring implications and limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01