Introduction

This introduction chapter gives an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses specifically on inter-/intra-group dialogue (IGD) as one compelling form of social justice education. It explores how, if at all, 28 former IGD peer-facilitators are applying what they learned to their personal and professional lives three to five years post-college. The book highlights the collective efforts of faculty, staff, and peer-facilitators who delivered Skidmore College's IGD curricula over a five-year period, from 2009 to 2013. It is divided into three sections. First, it begins by summarizing the institutional context for this study and explaining the research methodology. Next, it presents the auto-ethnographies and unpacks emergent themes from the interview data – highlighting facilitators' learning outcomes. Finally, it ends with a discussion of suggested curricular and programmatic revisions that might strengthen IGD programs in hopes of furthering social justice advocacy and change within and beyond higher educational settings.