![]() ![]() Yet, research on the outcomes of integrating intergroup dialogue pedagogy into service-learning courses is sparse. Research suggests that when college students participate in structured dialogue across differences, such as intergroup dialogue, they are better prepared to understand and engage with others across diverse social identities (Gurin, Nagda, & Zúñiga, 2013). ![]() However, in our socially-segregated society, in which schools and neighborhoods are as divided by race and income as they were half a century ago (Reardon & Bischoff, 2011 Reardon & Owens, 2014), many college students are not accustomed to talking, learning, and working with others across differences. It is essential that students in service-learning courses learn how to talk, listen and collaborate with community members in ways that acknowledge and explore how social identities, privilege, and oppression impact people’s life experiences and relationships. Service-learning, particularly critical service-learning, is relational work that endeavors to create and maintain more just relationships among students and community members within and across social identity groups (Mitchell, 2008). ![]()
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