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INTERCULTURAL DIALOGUE: A FIELD GUIDE FOR EDUCATORS & SCHOOLS ACHAD DETLOFFINGRID HERSKINDHILARY MCDONOUGHFLORENCE PIADRIANNA TRUBYERIK VINCENTIntercultural DialogueA Field Guide for Educators & Schools
INTERCULTURAL DIALOGUE: A FIELD GUIDE FOR EDUCATORS & SCHOOLS1Academy of Notre Dame de Namur PA, USAAppleby College ON, CanadaBrewster Academy NH, USABuckingham Browne & Nichols School MA, USACastilleja School CA, USAColumbus School for Girls OH, USAFlintridge Preparatory School CA, USAFriends Seminary NY, USAGroton School MA, USAThe Holton-Arms School MD, USAHoly Innocents’ Episcopal School GA, USAACKNOWLEDGMENTSGEBG GLOBAL STUDENT DIALOGUES LEADING PARTNER SCHOOLSLike most of the work created by the Global Education Benchmark Group (GEBG), this field guide is the result of contributions made by numerous individuals across the GEBG community, from schools across the globe.Specifically, 22 schools from within the network have uniquely contributed to our ability to sustain this work through providing guidance and insight as well as contributing their own experiences and models to this publication. From those 22 schools, 22 school educator-leaders and 54 student leaders were directly involved in the drafting of various sections of this publication throughout the course of the past two years. Their names are listed below.Additionally, numerous school models and materials were submitted by current school practitioners and are included in this guide’s Appendices.We at GEBG are grateful for the guidance of our board of directors and are sustained, in part, by contributions from leading foundations and individual donors. This publication would not have been possible without the generous support of the E.E. Ford Foundation whose contributions allowed us to sustain our work in intercultural dialogue and to make it an organizational priority over the past two years. We are also grateful for the support of John Gulla, executive director of the E.E. Ford Foundation, a longtime advocate of intercultural dialogue.We are grateful to the National Association of Independent Schools (NAIS) for the considerable support they provided this publication, including invaluable support copy-editing this collaborative work with so many dierent school contributors.Lower Canada College QC, CanadaMcDonogh School MD, USAMiami Country Day School FL, USAPace Academy GA, USAPalmer Trinity School FL, USAPolytechnic School CA, USAProvidence Day School NC, USARye Country Day School NY, USASt. Andrew’s Episcopal School MS, USASt. Mark’s School MA, USASt. Mary’s Episcopal School TN, USA
INTERCULTURAL DIALOGUE: A FIELD GUIDE FOR EDUCATORS & SCHOOLS2CONTRIBUTING EDUCATORSAdrianna Truby, Palmer Trinity School (FL, USA)Aquita Winslow, Polytechnic School (CA, USA)Betsy Esser, Columbus School for Girls (OH, USA)Daniel Murray, Rye Country Day School (NY, USA)Emily Philpott, St. Andrew’s Episcopal School (MS, USA)Erik Vincent, Holy Innocents’ Episcopal School (GA, USA)Glen Turf, Miami Country Day School (FL, USA)Hilary McDonough, McDonogh School (MD, USA)Ingrid Herskind, Flintridge Preparatory School (CA, USA)Jessica Williams, Providence Day School (NC, USA)Jessica Yonzon, Castilleja School (CA, USA)John Nichols, St. Mary’s Episcopal School (TN, USA)Kara Kutner, Friends Seminary (NY, USA)Kelly Randall, The Holton-Arms School (MD, USA)Marta Filip-Fouser, Brewster Academy (NH, USA)Mary Frances Bannard, Groton School (MA, USA)Melissa Brown, The Holton-Arms School (MD, USA)Michele Owen, Lower Canada College (QC, Canada)Nora Moat, Academy of Notre Dame de Namur (PA, USA)Rob McGuiness, Appleby College (ON, Canada)Sarah McCann, St. Mark’s School (MA, USA)Suzy Glazer, Buckingham Browne & Nichols School (MA, USA) CONTRIBUTING STUDENTSAidan Taubenblat-Roberts, Friends Seminary (NY, USA)Al Zaharaa Al Zaabi, Brewster Academy (NH, USA)Amelia (Mimi) Ruedaflores, Polytechnic School (CA, USA)Angus Miller, Groton School (MA, USA)Anika Bhat, Rye Country Day School (NY, USA)Anna O’Neill, Academy of Notre Dame de Namur (PA, USA)Arek Kedeshian, Flintridge Preparatory School (CA, USA)Ashley Ehrenpreis, Castilleja School (CA, USA)Blake Jachman, Rye Country Day School (NY, USA)Caroline Lowery, St. Andrew’s Episcopal School (MS, USA)Catherine Baldocchi, Flintridge Preparatory School (CA, USA)Charlotte Riggsby, Providence Day School (NC, USA)Ella Farahnakian, Groton School (MA, USA)Elyse Scott, McDonogh School (MD, USA)Fatima Amir Hussain, Appleby College (ON, Canada)Finn Wiegand, Buckingham Browne & Nichols School (MA, USA)Gabriela Schlumberger, Rye Country Day School (NY, USA)Hailey Asseus, Miami Country Day School (FL, USA)Hana Barber, St. Mary’s Episcopal School (TN, USA) Isabela Pierry, Rye Country Day School (NY, USA)Isabella Monzayet, Palmer Trinity School (FL, USA)Jayla Jackson, Holy Innocents’ Episcopal School (GA, USA)Jincheng Zhao, The Holton-Arms School (MD, USA)Joaquin Gonzalez, Rye Country Day School (NY, USA)Justin Rudd, Lower Canada College (QC, Canada)Kaliyah Morales, Miami Country Day School (FL, USA)Kyle Kelsey, Palmer Trinity School (FL, USA)Lea Freiin Von Hilgers, Buckingham Browne & Nichols School (MA, USA)Leah Steyn, Rye Country Day School (NY, USA)Lia Ouzounidou, Palmer Trinity School (FL, USA)Lily Gillam, Polytechnic School (CA, USA)Linda Robinson, The Holton-Arms School (MD, USA)Maggie Johnston, McDonogh School (MD, USA)Maria Flores, Rye Country Day School (NY, USA)Matt Jachman, Rye Country Day School (NY, USA)Maja Wroblewska, Friends Seminary (NY, USA)Nivedita Garg, St. Andrew’s Episcopal School (MS, USA)Omar Perez, Palmer Trinity School (FL, USA)Raihan Bhuiya, Rye Country Day School (NY, USA)Rania Mankodi, Buckingham Browne & Nichols School (MA, USA)Remington (Remy) English, St. Mark’s School (MA, USA)Sanaya Lee, Providence Day School (NC, USA)Sanjoy Datta, Appleby College (ON, Canada)Shaurya Grover, Rye Country Day School (NY, USA)Silas Siebel, Flintridge Preparatory School (CA, USA)Soledad Quainoo, Academy of Notre Dame de Namur (PA, USA)Sophia Zhong, Flintridge Preparatory School (CA, USA)Sophie Wallace, St. Mary’s Episcopal School (TN, USA)Sylvie Skibicki, Brewster Academy (NH, USA)Tara McIntosh, Rye Country Day School (NY, USA)Thea Dai, Castilleja School (CA, USA)Tillie Fischoeder, Buckingham Browne & Nichols School (MA, USA)Tyler (Ty) Kocienda, St. Mark’s School (MA, USA)Ved Hardas, Appleby College (ON, Canada)EditorsSusan Hunt, Independent EditorClare Sisisky, Global Education Benchmark GroupKarla Taylor, National Association of Independent Schools
INTERCULTURAL DIALOGUE: A FIELD GUIDE FOR EDUCATORS & SCHOOLS 3TABLE OF CONTENTSForeword.............................................................................................................................................5by Debra Wilson, President, National Association of Independent Schools (NAIS)Preface ................................................................................................................................................6Introduction: Why Dialogue? ................................................................................................ 9 Dialogue’s Relevance across the Curriculum Cognitive and Social Benefi ts of Dialogue Promoting Critical Thinking and Empathy through Dialogue Developing Open-Mindedness and Perspective-Taking through DialogueFurther Reading and ReferenceChapter 1: Dialogue as Pedagogy ......................................................................................... 11 Defi ning Dialogue Di erentiating Dialogue from Other Conversational Approaches Dialogue Helps Us All Grow Predominant Dialogue Models Common Misunderstandings about Dialogue, Debunked Developing Responsive Dialogues Tips for How to Read Chapters 2 through 5Further Reading and ReferenceChapter 2: Preparing for Dialogue ..................................................................................... 18 Rationale: Why Prepare for Dialogue? Key Considerations for Dialogue Developers Before Dialogue Key Considerations for Dialogue Participants Before Dialogue Virtual Considerations Model Dialogue One: Elementary School Spanish Language Dialogue Further Reading and ReferenceChapter 3: Engaging in Dialogue ..........................................................................................31 Rationale: What Can a Dialogue Entail? Key Considerations for Dialogue Facilitators During Dialogue Key Considerations for Dialogue Participants During Dialogue Model Dialogue Two: Middle School Science Dialogue Further Reading and ReferenceChapter 4: Post-Dialogue Reflection .................................................................................46 Rationale: Why Refl ect After Dialogue? Key Considerations for Post-Dialogue Refl ection Facilitators Key Considerations for Post-Dialogue Refl ection Participants Model Dialogue Three: High School U.S. History Dialogue Further Reading and Reference
INTERCULTURAL DIALOGUE: A FIELD GUIDE FOR EDUCATORS & SCHOOLS4Chapter 5: Extending Dialogue Beyond the Classroom ..........................................59 Creating Intentional Opportunities for Dialogue Beyond the Classroom Creating Inclusive Communities Model Dialogue Four: Cross-Divisional Student Leadership Dialogue Further Reading and ReferenceAppendices .....................................................................................................................................72 GEBG Intercultural Dialogue Curriculum Development Template GEBG Virtual Dialogue Facilitator Training Scenarios GEBG Partnership Development Framework Dialogue Sample Materials from GEBG Member SchoolsReferences ......................................................................................................................................96Glossary .......................................................................................................................................... 98About The Authors ..................................................................................................................102