ABSTRACT
This chapter focuses on the unique challenges and strengths that higher education professionals bring to their role as intergroup dialogue facilitators. It provides personal insights and conceptual frameworks about the social and institutional positionality of professionals who come to the practice of intergroup dialogue facilitation. The chapter provides the importance of being learners and teachers in the dialogue process. Typically in the author's professional roles, they are focused on the job content and its connection to the students development; and they present only those parts of themselves necessary to those purposes. Thus, as with the teacher position specifically, it is again important for the professional facilitator more generally to be thoughtful and intentional with how he or she brings himself or herself into the mutual sharing that, in part, defines intergroup dialogue as a unique learning space and process.
