Intergroup Dialogue: Uncovering the Racial Experiences and Identities of Preservice Teachers

• In Event: Roundtable Session 6
  In Roundtable Session: Race, Culture, and Preservice Teacher Identities

Abstract

Intergroup dialogue (IGD) is a pedagogical model that uses a critical-dialogic approach to help participants understand similar and different social identities and learn the nature and impact of societal inequalities (Zúñiga, Nagda, Chesler, & Cytron-Walker, 2007). IGD can provide an avenue for pre-service teachers to think about their own social identities, which I argue is necessary in order to teach students of all backgrounds effectively. In order to teach in a way that is culturally relevant and with a deep understanding of students’ experiences, teacher candidates need a space to reflect on their own racial identity and experiences. As such, this study seeks to examine how participating in an IGD course influences pre-service teachers’ racial identity, attitudes, and teaching practices.

Author

• Natasha C. Murray, University of Illinois at Urbana-Champaign