Eboo Patel, author and founder of an organization to foster inter-faith dialogue, offered perspective on what those who engage in dialogue across difference should be able to do as a result of their experience. One of the points that he makes relates to how "oppressed people" should be involved in dialogues across difference. He said that "there are students from challenging backgrounds and minority identities in every field and practice" and that they should be involved. In a follow up article, Elin Johnson indicated that the authors (including Patel) "remind college leaders that friendship can't be socially engineered, and that as they craft programs, they should think about what they're doing to nurture and create these relationships that go beyond just contact and conversations."
In a follow-up essay, Patel addressed why creating dialogue of all sorts matters. In relation to civic engagement he opined, "Here is how I define the civic: spaces where people from different backgrounds come together in shared activities that promote the general well-being and that guide cooperative relationships." He went on to say that the civic spaces that we need to benefit all citizens requires leadership that engages across difference.
While Patel's essay didn't develop the point of including diverse students in dialogues across difference, I'm struck by two primary issues: 1) learning to be more aware and welcoming of diversity shouldn't be the burden of students from diverse backgrounds, and 2) how can students that represent diverse voices be expected to speak up in the context of significant power and privilege differences that they will encounter? I agree with Patel that students from diverse backgrounds must be included in dialogues across difference but those who frame these conversations should make the two above points clear at the outset of any conversation.
Specific to international students who study in the U.S.A. or other western countries, any dialogue across difference should explicitly state that international students experience stereotyping, discrimination, and marginalization on a regular basis; they should be recognized, shown appreciation for participation, and not be expected to take the burden of informing others who are naive or worse when it comes to international dynamics. Secondly, any facilitator of dialogues across difference that include international students should strive to make space in these dialogues for the cultural differences that they bring to these groups, cultural differences that are often shaped by the vestiges of colonialism and western hegemony that discourages their candor in a variety of interactions.
In a follow-up essay, Patel addressed why creating dialogue of all sorts matters. In relation to civic engagement he opined, "Here is how I define the civic: spaces where people from different backgrounds come together in shared activities that promote the general well-being and that guide cooperative relationships." He went on to say that the civic spaces that we need to benefit all citizens requires leadership that engages across difference.
While Patel's essay didn't develop the point of including diverse students in dialogues across difference, I'm struck by two primary issues: 1) learning to be more aware and welcoming of diversity shouldn't be the burden of students from diverse backgrounds, and 2) how can students that represent diverse voices be expected to speak up in the context of significant power and privilege differences that they will encounter? I agree with Patel that students from diverse backgrounds must be included in dialogues across difference but those who frame these conversations should make the two above points clear at the outset of any conversation.
Specific to international students who study in the U.S.A. or other western countries, any dialogue across difference should explicitly state that international students experience stereotyping, discrimination, and marginalization on a regular basis; they should be recognized, shown appreciation for participation, and not be expected to take the burden of informing others who are naive or worse when it comes to international dynamics. Secondly, any facilitator of dialogues across difference that include international students should strive to make space in these dialogues for the cultural differences that they bring to these groups, cultural differences that are often shaped by the vestiges of colonialism and western hegemony that discourages their candor in a variety of interactions.
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