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Global perspectives on dialogue in t...

Desai, Ashmi.

Global perspectives on dialogue in the classroomcultivating inclusive, intersectional, and authentic conversations /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Global perspectives on dialogue in the classroomedited by Ashmi Desai, Hoa N. Nguyen.
Reminder of title:	cultivating inclusive, intersectional, and authentic conversations /
other author:	Desai, Ashmi.
Published:	Cham :Springer International Publishing :2021.
Description:	1 online resource (xxv, 210 p.) :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Intercultural communication in education.
Online resource:	https://doi.org/10.1007/978-3-030-89043-8
ISBN:	9783030890438$q(electronic bk.)

Global perspectives on dialogue in the classroomcultivating inclusive, intersectional, and authentic conversations /
Global perspectives on dialogue in the classroomcultivating inclusive, intersectional, and authentic conversations /[electronic resource] :edited by Ashmi Desai, Hoa N. Nguyen. - Cham :Springer International Publishing :2021. - 1 online resource (xxv, 210 p.) :ill., digital ;24 cm.

Chapter 1. Introduction: Beyond Borders, Labels, and Divides -- Chapter 2. Decolonizing the Classroom: Settler Colonialism, Knowledge Production, and Antiracism -- Chapter 3. Interfaith Dialogue: Managing Paradoxes -- Chapter 4. Harmony: Essence and Applications to Dialogue -- Chapter 5. Not Transition, But Translation: A Dialogic Approach to 'Differences' in a Korean Diasporic Evangelical Church -- Chapter 6. Los Seis de Boulder Sculpture Project: A Reflection on Dialogue and Community Building Through Art-Making -- Chapter 7. Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groups -- Chapter 8. Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation -- Chapter 9. Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Other -- Chapter 10. Dialogic Learning in the Time of a Global Pandemic and Beyond -- Chapter 11. Relationality as a Way of Being: A Pedagogy of Classroom Conversations -- Chapter 12. Dialogue and Systems Theory: Teaching Public Conversations in Family Therapy -- Chapter 13. Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in Dialogue.

This book explores globally-informed, culturally-rooted approaches to dialogue in the classroom. It seeks to fill gaps in communication and education literature related to decolonizing dialogue and breaking binaries by decentering Eurocentric perspectives and providing space for dialogic practices grounded in cultural wealth of students and teachers. We first describe the book's genesis, contextualize dialogue within the global impact of the COVID-19 pandemic, and share guiding concepts of inclusion, intersectionality, and authenticity in dialogue and pedagogy. We also distinguish dialogue from other practices and times in which dialogue may not be possible. The book brings fresh and urgent perspectives from authors across different disciplines, including ceramics, religious studies, cultural studies, communication, family therapy, and conflict resolution. The chapters distill the idea of dialogue within contexts like a bible circle, university sculpture studio, trauma and peacebuilding program, and connect dialogue to teaching, learning, and emerging ideas of power disruption, in-betweenness, and relationality. Ashmi Desai is Assistant Professor in Public Dialogue and Confl ict Management in the Department of Communication Studies at San Francisco State University, USA. As a community-based researcher, her teaching and research interests involve dialogic pedagogy, international and intercultural communication, conflict management tools and approaches, and representations of culture, home and belonging. Hoa N. Nguyen is Assistant Professor in the Family Therapy Program in the Department of Human Services at Valdosta State University, USA. Her teaching and research focus on dialogic practices, ethics, cultural humility, and social justice in family therapy.

ISBN: 9783030890438$q(electronic bk.)

Standard No.: 10.1007/978-3-030-89043-8doiSubjects--Topical Terms:

719706
Intercultural communication in education.

LC Class. No.: LC1099 / G56 2021

Dewey Class. No.: 370.117

Global perspectives on dialogue in the classroomcultivating inclusive, intersectional, and authentic conversations /
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505 0 $a Chapter 1. Introduction: Beyond Borders, Labels, and Divides -- Chapter 2. Decolonizing the Classroom: Settler Colonialism, Knowledge Production, and Antiracism -- Chapter 3. Interfaith Dialogue: Managing Paradoxes -- Chapter 4. Harmony: Essence and Applications to Dialogue -- Chapter 5. Not Transition, But Translation: A Dialogic Approach to 'Differences' in a Korean Diasporic Evangelical Church -- Chapter 6. Los Seis de Boulder Sculpture Project: A Reflection on Dialogue and Community Building Through Art-Making -- Chapter 7. Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groups -- Chapter 8. Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation -- Chapter 9. Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Other -- Chapter 10. Dialogic Learning in the Time of a Global Pandemic and Beyond -- Chapter 11. Relationality as a Way of Being: A Pedagogy of Classroom Conversations -- Chapter 12. Dialogue and Systems Theory: Teaching Public Conversations in Family Therapy -- Chapter 13. Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in Dialogue.
520 $a This book explores globally-informed, culturally-rooted approaches to dialogue in the classroom. It seeks to fill gaps in communication and education literature related to decolonizing dialogue and breaking binaries by decentering Eurocentric perspectives and providing space for dialogic practices grounded in cultural wealth of students and teachers. We first describe the book's genesis, contextualize dialogue within the global impact of the COVID-19 pandemic, and share guiding concepts of inclusion, intersectionality, and authenticity in dialogue and pedagogy. We also distinguish dialogue from other practices and times in which dialogue may not be possible. The book brings fresh and urgent perspectives from authors across different disciplines, including ceramics, religious studies, cultural studies, communication, family therapy, and conflict resolution. The chapters distill the idea of dialogue within contexts like a bible circle, university sculpture studio, trauma and peacebuilding program, and connect dialogue to teaching, learning, and emerging ideas of power disruption, in-betweenness, and relationality. Ashmi Desai is Assistant Professor in Public Dialogue and Confl ict Management in the Department of Communication Studies at San Francisco State University, USA. As a community-based researcher, her teaching and research interests involve dialogic pedagogy, international and intercultural communication, conflict management tools and approaches, and representations of culture, home and belonging. Hoa N. Nguyen is Assistant Professor in the Family Therapy Program in the Department of Human Services at Valdosta State University, USA. Her teaching and research focus on dialogic practices, ethics, cultural humility, and social justice in family therapy.
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