A courageous space for students to engage in open and honest conversations about identity, diversity, power and privilege in relation to their own lives and in their interactions.
These are examples of concrete ways in which IGD can significantly benefit Yale-NUS students:
The IGD programme offers specific tracks to focus on a specific identity group or topic in further depth, and is guided by Yale-NUS staff members trained as IGD facilitators.
Previous IGD tracks offered by Intercultural Engagement include:
Intergroup Dialogue is a face-to-face, curriculum-based, and facilitated conversation between members of different social identity groups, to encourage student participants to explore singular and intersecting aspects of their identities while critically examining dynamics of power, privilege, diversity and inequity in society, as well as building skills for commitment to social responsibility and action. The methodology, which blends theory and experiential learning and includes personal story-sharing, reflection activities, and dialogue across difference, was first developed at the University of Michigan-Ann Arbor, and has been widely researched and adopted by many college campuses in the US and across the globe.
Many US liberal arts colleges, having a multicultural student body, are committed to exploring various aspects of diversity and identity. However, in Facilitating Intergroup Dialogue: Bridging Difference, Catalysing Change, Biren A. Nagda and colleagues note that this focus on diversity often tends to be limited to the classroom: “the structural and curricular diversity simultaneously supports and challenges intergroup relations on campus…[there is an] intellectual interest in diversity that might be theoretically or passively consumed rather than authentically practiced as part of the educational process.” Intergroup Dialogue aims to bridge this gap by bringing together students who are willing to engage in interpersonal risk to transform intergroup relationships on campus.