Intergroup dialogue has emerged as an effective educational and community building method to bring together members of diverse social and cultural groups to engage in learning together so that they may work collectively and individually to promote greater diversity, equality and justice. Intergroup dialogues bring together individuals from different identity groups (such as people of color and white people; women and men; lesbian, gay, and bisexual people and heterosexual people), and uses explicit pedagogy that involves three important features: content learning, structured interaction, and facilitative guidance. The least understood role in the pedagogy is that of facilitation. This volume, the first dedicated entirely to intergroup dialogue facilitation, draws on the experiences of contributors and on emerging research to address the multi-dimensional role of facilitators and co-facilitators, the training and support of facilitators, and ways of improving practice in both educational and community settings. It constitutes a comprehensive guide for practitioners, covering the theoretical, conceptual, and practical knowledge they need. Presenting the work and insights of scholars, practitioners and scholar-practitioners who train facilitators for intergroup dialogues, this book bridges the theoretical and conceptual foundations of intergroup relations and social justice education with training models for intergroup dialogue facilitation. It is intended for staff, faculty, and administrators in higher education, and community agencies, as well as for human resources departments in workplaces. Contributors: Charles Behling, University of Michigan, Ann Arbor, The Program on Intergroup Relations Barry Checkoway, University of Michigan, Ann Arbor, School of Social Work Mark Chesler, University of Michigan, Ann Arbor, The Program on Intergroup Relations Keri De Jong, University of Massachusetts at Amherst, School of Education Roger Fisher, University of Michigan, Ann Arbor, The Program on Intergroup Relations Nichola G. Fulmer Patricia Gurin, University of Michigan, Ann Arbor, The Program on Intergroup Relations Tanya Kachwaha, University of Massachusetts at Amherst, School of Education Christina Kelleher, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Ariel Kirkland, Occidental College, Student facilitator James Knauer, Lock Haven University of Pennsylvania, Democracy Lab Joycelyn Landrum-Brown, University of Illinois at Urbana-Champaign, Program on Intergroup Relations Shaquanda D. Lindsey, Occidental College, Student facilitator David J. Martineau, Washington University, St. Louis, School of Social Work Kelly E. Maxwell Biren (Ratnesh) A. Nagda Teddy Nemeroff, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Romina Pacheco, University of Massachusetts at Amherst, School of Education Priya Parker, Institute for Sustained Dialogue, Sustained Dialogue Campus Network Jaclyn Rodríguez, Occidental College, Department of Psychology Andrea C. Rodríguez-Scheel, Occidental College, Student facilitator Michael S. Spencer, University of Michigan, Ann Arbor, School of Social Work Monita C. Thompson Norma Timbang Thai Hung V. Tran Carolyn Vasques-Scalera, Independent Scholar Thomas E. Walker, University of Denver, Center for Multicultural Excellence Kathleen Wong (Lau), Arizona State University/Western Michigan University, Intergroup Relations Center/ Intercultural Communication Anna M. Yeakley, Independent Intergroup Dialogue Consultant Ximena Zúñiga, University of Massachusetts at Amherst, School of Education

The Editors: Kelly E. Maxwell is Co-Director and Faculty Member, The Program on Intergroup Relations, University of Michigan. Biren (Ratnesh) A. Nagda is Associate Professor of Social Work, and Director, Intergroup Dialogue, Education Action (IDEA) Center, at the University of Washington. Monita C. Thompson is Co-Director, The Program on Intergroup Relations and Assistant Dean of Students, University of Michigan.