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dc.contributor.authorFrench, Patrice ( Orcid Icon 0000-0001-6481-0465 )
dc.contributor.authorJames-Galloway, Chaddrick ( )
dc.contributor.authorBohonos, Jeremy W. ( Orcid Icon 0000-0001-8816-8921 )
dc.date.accessioned2022-04-15T14:17:37Z
dc.date.available2022-04-15T14:17:37Z
dc.date.issued2021-03
dc.identifier.citationFrench, P., James-Galloway, C., & Bohonos, J. W. (2021). Examining intergroup dialogue’s potential to promote social justice in adult education. Journal of Transformative Education, 20(1), pp. p. 44-61.en_US
dc.identifier.issn1541-3446
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/15652
dc.description.abstractIntergroup dialogue (IGD) is a program for facilitating conversations about social identity, institutionalized and systemic oppression, social conflict, and social justice. This article examines how intergroup dialogue 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 intergroup dialogue's transformative aspects in various learning settings within the adult education field. Finally, this article provides recommendations on how intergroup dialogue can contribute to adult education practice and research while exploring implications and limitations.en_US
dc.formatText
dc.format.extent18 pages
dc.format.medium1 file (.pdf)
dc.language.isoenen_US
dc.publisherSageen_US
dc.sourceJournal of Transformative Education, 2022, Vol. 22, No. 1, pp. 44-61.
dc.subjectTransformative education
dc.subjectAdult learning
dc.subjectSocial changeen_US
dc.titleExamining intergroup dialogue’s potential to promote social justice in adult educationen_US
dc.typeacceptedVersion
txstate.documenttypeArticle
dc.description.versionThis is the Author Accepted Manuscript version of an article published in the Journal of Transformative Education.
dc.identifier.doihttps://doi.org/10.1177/15413446211000037
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology


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