This article describes the origin and curriculum of Identity Dialogues, a program which facilitates conversations about power and privilege among international and domestic students. It was developed as a result of findings from an ethnographic study of an unstructured conversation partner program at the same institution. The study found that power-laden issues were influencing the interactions and confirmed that intercultural competence development has to be actively facilitated (Bennett, 2009). Identity Dialogues sessions start with an examination of participants’ own cultural histories and then they are guided to analyze stereotypes and microaggressions. Finally, participants create action steps for fostering intercultural competence in their communities.
Spitzman, E. & Waugh, M. (2018). Structured and Critical Intercultural Programming: Faculty and Staff Collaborate to Put Research into Action. Journal of International Students, 8(3), 1337-1345. https://doi.org/10.5281/zenodo.1254590
Virtual Commons Citation
Spitzman, Emily and Waugh, Michael (2018). Structured and Critical Intercultural Programming: Faculty and Staff Collaborate to Put Research into Action. In Special Education Faculty Publications. Paper 7.
Available at: https://vc.bridgew.edu/sped_fac/7
This article is an Open Access article distributed under the terms of a Creative Commons Attribution License 4.0.