Examining intergroup dialogue’s potential to promote social justice in adult education

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dc.contributor.authorFrench, Patrice
dc.contributor.authorJames-Galloway, Chaddrick
dc.contributor.authorBohonos, Jeremy W.
dc.date.accessioned2022-04-15T14:17:37Z
dc.date.available2022-04-15T14:17:37Z
dc.date.issued2021-03
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.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.description.versionThis is the Author Accepted Manuscript version of an article published in the Journal of Transformative Education.
dc.formatText
dc.format.extent18 pages
dc.format.medium1 file (.pdf)
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.
dc.identifier.doihttps://doi.org/10.1177/15413446211000037
dc.identifier.issn1541-3446
dc.identifier.urihttps://hdl.handle.net/10877/15652
dc.language.isoen
dc.publisherSage
dc.sourceJournal of Transformative Education, 2022, Vol. 22, No. 1, pp. 44-61.
dc.subjecttransformative education
dc.subjectadult learning
dc.subjectsocial change
dc.titleExamining intergroup dialogue’s potential to promote social justice in adult education
dc.typeArticle

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