ABSTRACT
This chapter provides a description of a graduate social work course, Dialogue Facilitation for Diversity and Social Justice, designed by Spencer et al. at the University of Michigan and taught by the authors for the last four years. It presents classroom strategies for teaching and learning about intersectionality in the course, including readings, assignments, and experiential activities. The chapter examines classroom activities, such as metaphor analysis, testimonials and personal narratives, privilege fishbowls, and other experiential pedagogies, and incorporates the authors' instructor and student reflections throughout these descriptions. Within the course, the chapter incorporates intergroup dialogue theory and practice and social justice facilitation skills used to improve multicultural group interactions, to address oppressive social dynamics, and to resolve conflicts. Metaphorical thinking as a design challenge facilitated creative engagement in the groups. Students even generated ideas that might be used in future teaching.
