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A Generic Descriptive-Interpretive Q...

Slosberg, Deborah Ann,

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A Generic Descriptive-Interpretive Qualitative Study of Intergroup Dialogue Facilitators' Reflections on Their Facilitation Skills /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Generic Descriptive-Interpretive Qualitative Study of Intergroup Dialogue Facilitators' Reflections on Their Facilitation Skills // Deborah Ann Slosberg.
Author:	Slosberg, Deborah Ann,
Description:	1 electronic resource (243 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Higher education administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32112085
ISBN:	9798314892985

A Generic Descriptive-Interpretive Qualitative Study of Intergroup Dialogue Facilitators' Reflections on Their Facilitation Skills /
Slosberg, Deborah Ann,

A Generic Descriptive-Interpretive Qualitative Study of Intergroup Dialogue Facilitators' Reflections on Their Facilitation Skills /Deborah Ann Slosberg. - 1 electronic resource (243 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Social justice education specifically as well as diversity, equity, and inclusion (DEI) more generally are under attack at the state and federal levels. Intergroup dialogue (IGD) is one method of social justice education and a way to promote DEI. The outcomes of IGD are clear: increased knowledge about self and others; raised awareness about systems of power, privilege, and oppression; and increased ability to challenge oppression and develop as allies. Much less research has been done on IGD facilitators. In response to the need for well-trained IGD facilitators, the purpose of this generic descriptive-interpretive qualitative research study was to inform their training by exploring the skills that facilitators reflected on using in reflection papers written after leading IGD sessions including what these skills were, how they described these skills, and how these skills differed throughout the four stages of the Michigan Model of Intergroup Dialogue. The research questions were:RQ1: What skills did intergroup dialogue peer facilitators discuss in reflection papers written after leading an IGD session?RQ2: How did peer facilitators describe and reflect upon these skills?RQ3: How did the skills written about differ throughout the four stages of the IGD model?To address these questions, I analyzed 298 reflection papers from 28 intergroup dialogue peer-facilitators written after they facilitated each session throughout the four stages of IGD.Twelve key facilitation skills arose in two main areas, behind-the-scenes and within-dialogue. Behind-the-scenes facilitation skills included: (1) planning, (2) managing logistics, (3) adapting, (4) working with a co-facilitator, (5) reflecting, and (6) caring for self and community. Within-dialogue skills included: (1) building community, (2) listening, (3) utilizing silence, (4) using tools, (5) using facilitator's voice, and (6) navigating dissonance. All but one skill, caring for self and community, appeared in all four stages; however, several skills varied in how they manifested in each stage. These findings contribute to the knowledge of what skills IGD peer-facilitators use while facilitating intergroup dialogue. There are implications for practitioners including: practicing in-depth reflection; creating systems and structures; and repeated practice. There are also implications for research including: furthering research on skills that do not appear substantially in the literature, research on individual skills, and research on the interplay of skills.

English

ISBN: 9798314892985Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

Social justice

A Generic Descriptive-Interpretive Qualitative Study of Intergroup Dialogue Facilitators' Reflections on Their Facilitation Skills /
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520 $a Social justice education specifically as well as diversity, equity, and inclusion (DEI) more generally are under attack at the state and federal levels. Intergroup dialogue (IGD) is one method of social justice education and a way to promote DEI. The outcomes of IGD are clear: increased knowledge about self and others; raised awareness about systems of power, privilege, and oppression; and increased ability to challenge oppression and develop as allies. Much less research has been done on IGD facilitators. In response to the need for well-trained IGD facilitators, the purpose of this generic descriptive-interpretive qualitative research study was to inform their training by exploring the skills that facilitators reflected on using in reflection papers written after leading IGD sessions including what these skills were, how they described these skills, and how these skills differed throughout the four stages of the Michigan Model of Intergroup Dialogue. The research questions were:RQ1: What skills did intergroup dialogue peer facilitators discuss in reflection papers written after leading an IGD session?RQ2: How did peer facilitators describe and reflect upon these skills?RQ3: How did the skills written about differ throughout the four stages of the IGD model?To address these questions, I analyzed 298 reflection papers from 28 intergroup dialogue peer-facilitators written after they facilitated each session throughout the four stages of IGD.Twelve key facilitation skills arose in two main areas, behind-the-scenes and within-dialogue. Behind-the-scenes facilitation skills included: (1) planning, (2) managing logistics, (3) adapting, (4) working with a co-facilitator, (5) reflecting, and (6) caring for self and community. Within-dialogue skills included: (1) building community, (2) listening, (3) utilizing silence, (4) using tools, (5) using facilitator's voice, and (6) navigating dissonance. All but one skill, caring for self and community, appeared in all four stages; however, several skills varied in how they manifested in each stage. These findings contribute to the knowledge of what skills IGD peer-facilitators use while facilitating intergroup dialogue. There are implications for practitioners including: practicing in-depth reflection; creating systems and structures; and repeated practice. There are also implications for research including: furthering research on skills that do not appear substantially in the literature, research on individual skills, and research on the interplay of skills.
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650 4 $a Pedagogy. $3 2122828
650 4 $a Higher education. $3 641065
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653 $a Social justice education
653 $a Intergroup dialogue
653 $a Facilitation
653 $a Diversity, equity, and inclusion
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690 $a 0456
690 $a 0745
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710 2 $a Bowling Green State University. $b Higher Education Administration. $e degree granting institution. $3 3825481
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