@article{ref1,
title="A vision of social justice in intergroup dialogue",
journal="Race, ethnicity and education",
year="2016",
author="Buckley, Jessica Belue and Quaye, Stephen John",
volume="19",
number="5",
pages="1117-1139",
abstract="Intergroup dialogues (IGD) - face-to-face, structured interactions between people of different social identities - is one educational intervention used to foster engagement across differences and to promote social justice. Using an 18-month case study methodology, we examined the experiences of IGD students and facilitators at one campus to gain a deeper understanding of what happens in IGD, specifically how social justice is understood and cultivated. <br><br>FINDINGS suggest that the primacy and limitations of individual experience, the tension facilitators experience about stepping in to dialogue, and the confounding nature of comfort in IGD contribute to a dialogue experience that better addresses some aspects of social justice than others.<p /> <p>Language: en</p>",
language="en",
issn="1361-3324",
doi="10.1080/13613324.2014.969221",
url="http://dx.doi.org/10.1080/13613324.2014.969221"
}