Thinking with a Dialogic Mind: Learning from Expert Intergroup Dialogue Facilitators

Abstract

Intergroup dialogue (IGD) is an empirically supported small group pedagogy for strengthening relationships and communication across social identities, increasing awareness of inequities, and promoting social action. Although research has examined IGD processes and outcomes from participants’ perspectives, far less is known about facilitators’ experiences, limiting guidance for facilitator training. This exploratory study investigated how peer- and self-nominated expert IGD facilitators conceptualize expertise, develop facilitation competencies, and advise on training. A critical-constructivist grounded theory analysis of seventeen interviews showed that IGD expertise centers on a dialogic orientation built through didactic and experiential learning, informing recommendations for training future facilitators.

Keywords

group facilitator group leader intergroup dialogue facilitator intergroup dialogue

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