Global Perspectives on Dialogue in the Classroom

Ashmi Desai (she/her), Ph.D., is an Assistant Professor in Public Dialogue and Conflict Management at San Francisco State University Department of Communication Studies and also directs the Conflict Resolution Certificate there. Desai completed her Ph.D. in Communication from University of Colorado Boulder and finished her Master’s degree in Development Communication from Gujarat University, India. 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. Desai’s classes on dialogue and conflict resolution engage students in the discovery of self and the other through analysis of global and local struggles, story circles, relational leadership, and examination of systemic power and privilege. Desai is certified to facilitate dialogue from Public Conversations Project, Intercultural Development Institute and Community Boards. By centering community cultural wealth and  dialogic approach in conversations, Desai aims to cultivate critical and transformative connections across divides.Hoa Nguyen (she.her), Ph.D., is an Assistant Professor in the Family Therapy Program at Valdosta State University. She graduated with her Ph.D. in Marriage and Family Therapy from Virginia Tech. Currently, she teaches courses on postmodernism, ethics, and diversity, inclusion, and social justice in family therapy. She is trained in dialogical approaches to therapy as well as dialogue models of teaching. Her research interest focuses on the intersection of cultural and sexual identity, international LGBTQ+ lived experiences, and cultural humility in family therapy and education. Hoa largely focuses on teaching and working with graduate family therapy students on how to facilitate and engage in transformative dialogues. In her classrooms, students are self-reflexive of their own levelsof openness, resistance, and ways of approaching different ideas, perspectives, and people. Her hope is to cultivate critically conscious conversations that are globally aware, inclusive, and decolonizing.

• 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.