Intergroup Dialogue in a High School Classroom
Authors:
jared m. halter
(Central Michigan University)
,
Ellen Hampshire
(Greenville County Schools)
,
Ashley Sutton
(Ashley Sutton currently works as a high school science teacher in Lancaster, Pennsylvania. After pursuing her graduate studies and spending multiple years living abroad, she continues to enjoy learning about and experiencing different cultures. Ashley hopes to inspire others by sharing her passion for the interconnectedness of people and the natural world.)
,
D. Matthew Boyer
(Clemson University)
,
LaGarrett J. King
(University of Missouri)
Abstract
In this paper, we share our work using Intergroup Dialogue (IGD) for increasing group understanding, building relationships across difference, and enhancing understanding of social inequities. IGD is an emerging area of research in K–12 settings and with adolescents. Taking this into consideration, we used this well-developed critical pedagogy in higher education–related settings to design a qualitative case study that explored its use in a high school classroom. We worked with ninth- and tenth-grade students in their sociology class to examine how IGD affected their understanding of gender and society. We found evidence that IGD enhances empathy across different lived experiences, backgrounds, and perspectives. Furthermore, findings show IGD’s impact on improving intergroup understanding and relationships.
Keywords: intergroup dialogue, high school education, social justice education, critical pedagogy, gender
How to Cite:
halter, j. m., Hampshire, E., Sutton, A., Boyer, D. M. & King, L. J., (2022) “Intergroup Dialogue in a High School Classroom”, International Journal of Critical Pedagogy 12(1).
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